LESSON PLANS IN ENGLISH VI
USING THE FOUR PRONGED
APPROACH
LESSON NO I:
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Distinguish changes in meaning
of sentences caused by stress.
TS: 4. Decode meaning of unfamiliar
words using structural analysis.
(Prefixes)
II. Subject Matter:
GLR: Green Dreams
GOLD: Distinguishing Changes in
Meaning caused by shift in
intonation
TS: Using Prefixes
References: 2002 BEC Handbook in English
PELC Listening 1; Reading 1.1
Reading for Meaning 5 p. 158; p 103
Materials: strip of cartolinas, pictures,
III. Procedure:
GLR; (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Have the pupils recite the
following:
Should she sell sheers sheets or
should she sell shaggy shawls?
Motivation:
Recite the poem Twinkle, twinkle,
little stars with a little modification
using jazz chant.
Vocabulary Development:
Have the pupils identify the
meaning of the following words:
1. Big Dipper (through pictures)
2. tent (through picture)
3. snuggle (action)
4. scares (through action)
4. Motive Question:
Have the pupils ask questions
about the story.
The teacher will write all the
questions to be asked by the pupils.
B. During Reading Activities:
Have the pupils listen as the
teacher reads the story.
Green Dreams
It was a beautiful night. Henry and his
parents lay on their backs by the fire and
looked at the sky.
Henry didnt know there were so many
stars in the sky.
Theres the Big Dipper, Henrys
mother said.
Theres the Little Dipper, said Henry.
Theres E.T. , said Henrys dad.
Mudge wasnt looking at the stars. He
was chewing on a log. He couldnt get
logs this good at home. Mudge loved
camping.
Henrys father sang one more sappy love
song. Then everyone went inside the tents
to sleep.
Henrys father and mother snuggled.
Henry and Mudge snuggled.
It was as quiet as quiet could be.
Everyone slept safe and sound and there
were no bears, no scares.
Just the clean smell of treesand
wonderful green dreams.
(Adapted)
C. Post Reading Activities:
1. Answering the motive questions.
2. Comprehension Check:
Have the pupils answer the
following questions:
a. Who are the characters in the
story?
b. When does the story happen?
c. What details in the story tell
about the time the story happens?
1
 d. Where does the story take place?
e. What details tell about the place
the story takes place?
f. What happens in the story?
g. How does the setting affect the
events or happenings in the story?
3. Engagement Activities:
Have the pupils perform
the following activities under time
limit.
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part.
GROUP 2: DRAW ME
Pretend the story is a movie and
you are supposed to advertise it. Make a
movie poster of the story and then explain
to the class your poster.
GROUP 3: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
GROUP 4: SING ME A SONG
Identify the lesson in the story and
compose a song that tells the lesson.
Prepare to sing your song to the class.
GOLD: (Grammar, Oral,
Language, Development)
1. Drill: Pronunciation drill:
Betty bought a bit of butter but she
found the butter bitter/
So she bought a bit of butter to
make the bitter butter better.
2. Review: Stress
3. Motivation:
Have the pupils read the following
sentences putting heaviest stress with the
underlined words:
1. Miss Magalona is absent today.
2. This is simple but exquisite gown.
3. A nuclear plant is expensive.
4. Hospitality is a national trait of
Filipinos.
5. Liza turned twelve last Wednesday.
4. Presentation:
In real speaking situations, a
person puts the heaviest stress on the
word(s) which s/he wants to emphasize
in order to express her/his particular
meaning.
Have the pupils read the
following sentences giving stress on
the underlined words:
1. Miss Magalona is absent today.
(The speaker wants to emphasize
Miss Magalonas absence.)
2. It is impolite to eavesdrop.
(The speaker wants to emphasize
the impoliteness of
eavesdropping.)
3. This is a simple but exquisite
gown.
(The speaker wants to emphasize
the exquisiteness of the gown.)
4. A nuclear plant is expensive.
(The speaker wants to emphasize
that it is the nuclear power plant,
not any other kind of power plant,
which is expensive.)
5. Hospitality is a national trait of
Filipinos.
(The speaker wants to emphasize
that hospitality is a Filipino trait
not only in some areas of the
Philippines but all over the
country.)
5. Discussion:
What does the first sentence mean?
2nd sentence? 3rd? 4th? 5th?
How does emphatic sentence stress
change the meaning of the sentence?
How do we read emphatic stress?
Discuss further.
6. Fixing Skills:
Have the pupils read the following
sentences putting stress on the
underlined words.
1. Liza turned twelve last Wednesday.
2. Success is never accidental.
2
 3. When are you going to have your An elf said, / The fair fairy is
interview? being funny, //
4. Winners and losers deserve to be She can make fire/ and she can fly/
congratulated. Even without a firefly!/
5. A hobby can be both profitable and
relaxing. 2. Motivation:
What are some other ways
7. Generalization: by which we can learn the meaning
How does intonation affect of a new word?
the meaning of a word in a
sentence? 3. Presentation:
How do we distinguish Have the pupils read the
changes in the meaning of a sentence? following words:

8. Application: Incomplete incapable

A. Guided Practice: Have the pupils Insoluble insufficient
read the following intonation drill. Unclean illogical
Irregular impossible
1. Is Miss Milan a nurse?
2. Are you going to the concert? 4. Discussion:
3. Did you do your homework? What do we mean when we say
4. Can you do me a favor? incomplete? (not complete)
5. Have you met our new parish priest? What is the root word of the word
incomplete? (complete)
B. Independent practice: What is added at the beginning of
Have the pupils give the meaning the word complete? (in)
of the following sentences by putting What does in mean? (not)
stress on the underlined words. Where did we add the word in? (at
the beginning)
1. Dina bought a new calendar. How do we call this word part
2. Michael wants to learn karate. added at the beginning of a word to
3. Bens favorite sport is table tennis. make new word? (prefix)
4. Tina plays the ukulele. Discuss further.
5. Judys score is perfect.
5. Fixing Skill:
IV. Evaluation: Have the pupils read the prefixes
A. GOLD: What does the speaker given on the hearts. Decide which one
wants to imply with the following goes with each of the root words
sentences? below.

1. I ate a cheese sandwich.

2. This is Noras needle.
3. Everybody will join the parade.
Pre- Mis- Un- Re-
4. My mother is beautiful.
5. An aardvark is a piglike animal. in
super
Dis-

TS (Transfer Stage)
Tri-
Tie honest print
1. Drill: Have the pupils read Play market angle
the following verse drill: Heat woman cycle
Correct
A fairy fell in love/ with a beautiful
firefly 6. Generalization:
She wanted his fire/ and she wanted What is the word part added at
to fly. // the beginning of a word?

3
Remember:
Affixes are letters or syllables added at the
beginning or end of a root word. Prefixes are 1. There are many books about the
word part added at the beginning of a root word Philippines.
or the base form of a word. A root word is the 2. Girls are interested in dresses,
form of a word after all affixes are removed. make-up, parties and boys.
3. Mr. Francisco teaches gardening.
Prefix Meaning Example 4. Rosa loves to study.
Im- Not Impossible 5. Please lend me your pencil.
In- Not Inexpensive
Un- Not Unclean B. TS. Direction: Read the following
Dis- Not Dishonest sentences. Complete each sentence
Il- Not Illogical using a word with a prefix im-, in-,
Ir- Not Irregular un-, dis-, il-, ir-, mis- or non-.
Non- Not or nonfat
without 1. Juan Tamad is a lazy, ______ and
good-for-nothing fellow. (not
7. Application: responsible)
Have the pupils answer the following 2. Using dynamite fishing is ______
questions: (not legal)
3. How many words did you ______
Using Prefixes: in the test? (wrongly spell)
4. We did not want to listen to his talk
1. If correct means right, what does because the reasons he gave were
incorrect mean? _______. (not logical)
2. If approval means giving 5. The flood victims are hungry
permission, what does disapproval because there is _____ food for all.
mean? (not sufficient)
3. If connect means to link, what does
disconnect mean?
4. If a conformist is someone who
follows accepted rules, what is a LESSON NO 2:
nonconformist?
5. If regular means the usual, what does I. OBJECTIVES:
irregular mean?
GLR: 1. Enjoy listening to a story
IV. Evaluation: CT: 2. Answer questions from the
TS. Direction: Complete each sentence story listened to.
with a word corresponding to the GOLD: 3. Relay information accurately
meaning in the parentheses. using different discourse:
statement; questions;
1. I had to turn in my assignment commands; Exclamatory
_________ because I was sick last TS: 4. Decode meaning of
night. (not finished) unfamiliar words using
2. It was __________ for Kyle to turn structural analysis. (Suffixes)
me down because I am not wearing
red shirt at that day. (not reasonable) II. Subject Matter:
3. The boys sounded _________ when GLR: The Sampaguita
they gave their alibis to their teacher. GOLD: Relaying Information
(not honest) Accurately Using Different
4. The writing was ____ and hard to Discourse: Statements
read. (not clear) Questions; Commands;
5. It is best to avoid saying ______ Exclamatory
words to others. (not kind) TS: Using Suffixes

V. Assignment: References: 2002 BEC Handbook in

A. GOLD: Direction: Identify the English PELC Speaking 1.1.1; Reading
meaning of the following sentences. 1.1

4
Across Border through Language pp 266 -
269
Materials: strip of cartolinas, pictures,
Procedure:
GLR: (Genuine Love for Reading)
Pre- reading Activities:
1. Drill: Pronunciation Drill:
Tongue Twister:
Jack Sprat will eat no fat,
And Jill will eat no lean;
And yet between them both you see;.
They lick the platter clean.
2. Motivation:
What is our national flower?
Describe a sampaguita.
3. Unlocking of Difficulties:
Have the pupils know the
meaning of the underlined words using
the context clues given.
1. She held the garland, that long
strand of pure, sweet sampaguita
flowers, close to her heart.
2. The visitors gave the sick luscious
fruits, those sweet, delicious fruits
from Laguna, after praying for his
recovery.
3. Society thinks that the parents of
street children are mean for letting
their children work for them. They
are by scorned by the people.
4. Dawn, with its soft diffused light,
gives me so much pleasure.
4. Motive Question:
Why did Lakan Galing have to leave
soon?
B. During Reading Activities:
Have the pupils listen to the story.
Have them take down important
details about the story listened to.
THE SAMPAGUITA
Long time ago when Spain was just
beginning to spread her rule by force upon
the islands, Masamyo, with the surrounding
villages, was under the rule of a good native
chieftain, Lakan Bungabong. His only
daughter, Liwayway, meaning dawn, was
slim and beautiful. Her skin was
kayumangging-kaligatan, golden brown
5
with light touches of rose. She was
attractive with her black dreamy eyes.
One bright morning when the
orchids and ferns were still sparkling with
dew drops, Liwayway went to the woods.
She went with her maids to gather wild
flowers and luscious fruits.
In the woods, however, Liwayway
got lost. As she searched for her maids,
she came face to-face with a wild beast.
It was the same animal that scared the
maids away. Liwayway was confused. She
did not know what to do. She was so
frightened that she, too, took to her heels.
She ran as fast as he could until she fell
into a deep ravine and lay unconscious.
When she awoke, she saw a
handsome young man beside her. He
looked sad; sitting there silently. He sat
quietly as if guarding her. The handsome
young man was Lakan Galing. He was the
son of a neighboring lakan who was
known far and wide as a brave warrior.
Liwayway, upon waking up, smiled
shyly at Lakan Galing. He smiled, too,
and helped her sit down on the thick
grass.
After telling each other the stories
of their lives and their homes, Lakan
Galing led Liwayway to her home. By
then, they had come to know each other
even if they went on without saying any
word. Galing, on his part, did not express
his love for LIwayway, fearing that he
might be scorned. On the other hand,
LIwayway, who was a modest maiden,
simply kept her feelings to herself.
Lakan Galing stopped walking
when they were near Lakan Bungabongs
house. Liwayway waved her hand in
parting. The she turned away and walked
on towards her home. But as she did so,
she sighed loudly. It escaped heer lips and
Lakan Galing heard it. It meant that
Liwayway loved him and was sorry to part
from him. He rushed forward excitedly
and in a moment she was in her arms.
They sang sweetly together and
promised to be true to each other no
matter what happened. For some time,
they were happy in the company of each
other.
One day, Lakan Galing told
Liwayway he was leaving soon. He must
help Gat Maytan fight Legaspis men who
have made friends with Lakandula. He
must help in order to send away the white
men who want to get their land by force.
In his absence, he made Liwayway promise
to remember him always.
Oh, must you go right away?
cried Liwayway
Yes, duty calls and we must be
courageous. Will you promise to be true to
me forever? asked her lover.
I promise to remember you always
and to be true to you till the end. Even in
death, I shall still remember you! the youth
dais filled with emotion.
And may Bathala protect you!
Liwayway added.
The Lakan Galing clasped
Liwayways hand and as he did so, she said,
Sumpa kitang di lilimutin. She swore
never to forget.
Sadly, Lakan Galing was killed in
the fight. When Liwayway learned that he
had been killed, she become lonely. She was
so broken-hearted that she soon died. Even
on her death-bed, she whispered his name.
Many months passed. One day, a
plant with small, white, fragrant flowers
was seen growing on her grave. The flowers
filled the air with a sweet scent.
Those sweet white flowers are
reminders of pure love for Lakan Galing ,
said the people.
Soon the young men and young
women began pledging their love by
exchanging garlands made of these flowers.
And as they exchanged garlands, they said,
Sumpa kita to each other.
Later, the flowers came to be called
Sampaguita.
-Adapted-
C. Post Reading Activities:
1. Answering the motive question:
Why did Lakan Galing have to leave
soon?
2. Comprehension Check:
Have the pupils answer the
following questions:
1. Who was the daughter of the
chieftain? How did she look?
2. Who was Lakan Galong? How did
he look like?
3. How did they become closer? Did
they fall in love?
4. What happened to Lakan Galing in
his figt against Legaspis men?
5. How did Liwayway feel about what
happened?
6
6. What grew out of her grave as
months passed by? What did they
symbolize?
7.
3. Engagement Activities:
Have the pupils perform the different
activities assigned to them.
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part.
GROUP 2: DRAW ME
Pretend the story is a movie and
you are supposed to advertise it. Make a
movie poster of the story and then explain
to the class your poster.
GROUP 3: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
GROUP 4: SING ME A SONG
Identify the lesson in the story and
compose a song that tells the lesson.
Prepare to sing your song to the class.
Allow the pupils to perform the
activities under time
GOLD (Grammar, Oral
Language Development)
1. Drill: Pronunciation Drill:
Have the pupils read the rhymes:
I woke with a start
When I heard my dog bark.
He was out in the storm,
Alone in the dark.
With a short sleep cry,
I jumped to the floor,
And patted his coat
As he came through the door.
2. Motivation:
Present a picture of a boy playing
basketball.
 What does the boy doing in the
picture?
3. Presentation:
Have the pupils read the dialogue
given.
Mother: Goodness! Weve run out of
groceries!
Allyson: Thats not a problem,
Mother! Use my automated
teller machine card.
Mother: But sometimes the ATM is
off-line.
Allyson: Dont worry. I have a credit
card.
Mother: Well, okay. But my problem
isnt over yet. Our electric
and water bills are due for
payment. What shall I do if
the collectors come today?
Allyson: Please stop fretting. Well use
the express phone for that.
We just dial a number and
tell the responding computer
to pay those bills and charge
the payment to our savings
account.
4. Discussion:
Have the pupils identify the sentence
that states a fact.
Have them identify the sentence that
asks question. Have them also identify the
sentence that expresses a command or
request.
Have them read the sentence that
expresses a strong feeling.
What punctuation marks are used for
each kind of sentence?
What are the different kinds of
sentences?
How do these sentences help in relaying
information?
Discuss further.
Use the information given under
GENERALIZATION about the different
kinds of discourse.
5. Fixing Skills:
Direction: Write D if the sentence states
a fact; I if it is interrogative; Ip for
imperative and E for exclamatory.
1. Unbelievable! Today we have a
cashless society and a wireless
world.
7
2. People using credit cards and
ATMs are a common sight.
3. How do we use the credit card?
4. You use it instead of cash to pay
for products you have bought.
5. Use a telephone and a fax machine
to fax message.
6. GENERALIZATION:
What are the different kinds
of sentences?
REMEMBER:
There are four kinds of sentences.
These are:
a. Declarative sentence states a
fact. It ends with a period. (.)
b. Interrogative sentence asks a
question. It ends with a question
mark. (?)
c. Imperative sentence gives or
expresses a command or request. It
ends with a period.
d. Exclamatory sentence expresses
a strong feeling such as joy,
surprise, anger, excitement or other
strong feeling. It ends with an
exclamation point. (!)
7. Application:
A. Guided Practice:
Have the pupils study the picture
given Based on each pictures, write two
declarative sentences, two interrogative
sentences, two imperative sentences and
two exclamatory sentences. (The teacher
will provide the pictures for each group.)
B. Independent Practice:
1. Direction: Identify whether the
following sentences are declarative,
interrogative, imperative or exclamatory/
1. May I borrow your pen?
2. Bring those books to the library.
3. I feel so nervous!
4. They do not want to get involve
with the projects of the city.
5. Call me at 8:00 in the morning
tomorrow.
2. Direction: Punctuate the following
sentences. Then write D for declarative, I
for interrogative, IM for imperative and E
for exclamatory.
 1. The dancers wear toe shoes
2. Please wait for me Cora
3. What a nice movie
4. Would you like to go with me in
Tagaytay
5. Life is very mysterious
IV. EVALUATION:
Direction: Place the correct punctuation
at the end of each sentence.
Then identify the kind of
sentence.
1. The girls are chatting aloud even
though classes are going on
2. That was a fast horse
3. Is the whale a mammal
4. You should plan to take a trip this
summer
5. How sweet this perfume is
TS TRANSFER STAGE
1. Drill: Pronunciation drill:
Have the pupils recite the
following verses:
If a shipshape ship shop stocks
Six shipshape shop-soiled ships,
How many shipshape shop-soiled ships
Would six shipshape ship shops stock?
2. Review: Using Prefixes
Direction: Read the following
sentences. Complete each sentence using
a word with a prefix im-, in-, un-, dis-,
il-, ir-, mis- or non-.
1. Juan Tamad is a lazy, ______ and good-
for-nothing fellow. (not responsible)
2. Using dynamite fishing is ______ (not
legal)
3. How many words did you ______ in the
test? (wrongly spell)
4. We did not want to listen to his talk
because the reasons he gave were
_______. (not logical)
5. The flood victims are hungry because
there is _____ food for all. (not
sufficient)
3. Motivation:
Game: Have the pupils form a word
out of the given clues.
Play -er dance
perform teach
8
magic music
-ian
history mathematics
4. Presentation:
Direction: Complete each
sentence with the correct form of the
word in the brackets.
1. Mr. Lee is an ________ cook.
(excel)
2. Do you have any ________ of
accounting? (know)
3. It is _______ how he manages to
stay underwater for so long. (remark)
4. It is not _______ to wear a tie to a
picnic. (practice)
5. He invested quite a ______ amount
of money in the business venture.
(substance)
6. The _________of dinosaurs have
been widely accepted. (exist)
7. Napoleon was an ______ general
who wanted to conquer the world.
(ambition)
He is a _____ artist from China. (fame)
9. The __________ disappearance of
the billionaire baffled the police.
(mystery)
10. Children are usually very ________
when they watch television. (attend)
(Answer: 1. excellent 2.knowledge
3. remarkable 4. practical
5. substantial 6. existence
7. ambitious 8. famous
9. mysterious 10. attentive)
5. Discussion:
Were you able to form the words?
What is the root word of the
excellent?
What is added to its root words?
How do we call this word?
Where did we add this word?
Discuss further.
6. Fixing Skills:
Connect the suffix to the correct
word to make a new word.
ful er
or
able less
1. The birthday party last night was 8. in a brave way - ______________
wonder_____. 9. without fear - _________________
2. John Lloyd Cruz is a very good act____.
3. The farm_____ began planting rice in IV. Evaluation:
May. Answer the following questions.
4. Reck____ drivers are likely to cause Choose the letter of the correct answer.
accidents in the superhighway.
5. Hermie is friendly, outgoing and 1. What does the suffix ed in
approach______. camped mean in this sentence?
She never camped before.
7. Generalization:
What are suffixes? A. The action will happen in the
future.
Remember: B. The action is happening now.
Affixes are letters or syllables added C. The action happened in the past.
at the beginning or end of a root word. A
root word is the form of a word after all 2. Star watching is a ________ activity.
affixes are removed. A. wonderful
B. wondering
Suffixes are letters or syllables C. wondered
added at the end or after the stem or the root
word. 3. What does brightly mean in the
(Note: These may be written on charts. sentence: Stars twinkle brightly in the
Include also the different prefixes and night sky.
suffixes and their meanings.) A. in a bright way
B. full of brightness
Root Suffix New Meaning C. without bright
Word Word
care Ful careful full of 4. Boy scouts love to go ______.
care A. camped
friend Ly friendly in a B. camper
friendly C. camping
way
help Er helper one who 5. What is the root word in painting?
helps A. tiny
home Less homeless without B. paint
home C. pain

8. Application: V. Assignment:
Write the word that goes with each A. GOLD: Write a simple dialogue of
definition. Use the words in the box. participating in a club meeting.

B. TS. Think of a word that will be

Word Box formed from the given suffixes. Use
these words in a meaningful
Bravely cheerful fearless sentence.
Loudness sadly slowly 1. less
Useless hopeful kindness 2. ful
3. able
4. ness
1. being loud - ________________ 5. ly
2. in a slow way - ______________
3. full of cheer - ________________
4. in a sad way - ________________
5. without use - _________________
6. being kind - __________________
7. full of hope - _________________

9
 LESSON # 3:
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the
story listened to.
GOLD: 3. Use the correct intonation for
a Yes No Questions
TS 4. Decode meaning of unfamiliar
words using the dictionary.
SUBJECT MATTER:
GLR: Gelert
CT: Answering questions from the story
listened to.
GOLD: Using the Correct Intonation for a
Yes No Questions
TS: Decoding meaning of unfamiliar
words using the dictionary.
Reference: 2002 BEC Handbook in English
PELC Speaking 1.2; PELC Reading 1.1.3
English Lesson: The Animal World p. 7
English For You and Me Reading p. 9 - 12
Materials: picture of a dog; strips of
cartolina; index cards;
PROCEDURE:
GLR: (Genuine Love for Reading)
A. Pre- reading Activities:
Drill: Pronunciation Drill:
Tongue Twister:
Jack Sprat will eat no fat,
And Jill will eat no lean;
Yet between them both,
They lick the dishes clean.
2. Motivation:
Who is your best friend?
What is your favorite pet? How do
you take care of your pet?
Present a picture of a dog.
Ask: How does man consider a dog?
(The dog is considered as mans best
friend.)
Unlocking of Difficulties:
Have the pupils know the meaning
of the following words by answering the
puzzle below: (Group Work)
a. willing
b. gift
10
c. mounted
d. scooped
e. grief
f. devoured
1. eager -
2. Present
1. 3. got on
picked up swiftly with the arms-
a.
b. 5. very sad
c. 6. ate greedily
4. Motive Question:
Who was Gelert? What was
Gelert doing while the prince was
away?
B. During Reading Activities:
1. Have the pupils listen as the
teacher reads the story:
GELERT
When his daughter Princess Joan
married Prince Llewelyn of Wales, King
John gave the royal couple his favorite
haunting dog, Gelert, as a wedding
present. Llewelyn, who was a keen
huntsman, was pleased to have a well-
trained dog as a gift. About a year after
his marriage, he was blessed with a baby
boy.
One morning, as Llewelyn
mounted his horse to go hunting, he
noticed that Gelert was missing. An
impatient man, he rode off without his
dog. When the hunt ended, he returned to
the castle and was about to enter his room
when Gelert came rushing out excitedly to
greet him. The prince froze in horror when
he saw that the dog had bloodstains on his
jaws.
(Pause for awhile then ask: Why do you
think Gelert had bloodstains on his jaw?)
 Has it gone mad? the horrified
prince thought to himself. is my son all
right?
(Why do you think the prince asked
himself, is my son all right?)
Rushing into the room, Llewelyn was
shocked to see the babys cradle overturned.
There were several patches of dried blood
on the floor. (What do you think happened
with the baby? What do you think did the
prince do with Gelert?)
Overcame by grief and blinded with
fury, he drew his sword from its sheath and
rained several blows on Gelert, crying,
Monster! You have devoured my son!
As Gelert collapsed and lay dying on
the floor, Llewelyn heard a cry from under
the overturned cradle. (What do you think
did the prince see under the overturned
cradle?)
It was his little baby who lay
unharmed. His head was resting on the body
of a dead wolf. As he scooped up his son,
Llewelyn realized that while he had been
out hunting, his faithful dog had been
protecting the baby.
With the baby safe in one arm, he
held the dying dog in the other. Gelert
looked at him with doleful eyes and lied
without a whimper in its masters arm.
Filled with remorse, Llewelyn buried
Gelert at a place that he named Beth-
Gelert. To this day, there is still a pile of
stones marking the grave of the unfortunate
dog.
Source: English Lesson Book 6 p. 7
C. Post Reading Activities:
1. Answering the motive question:
Who was Gelert? What was Gelert
doing while the prince was away?
(Answer: Gelert was a well-trained
dog given by King John to Princess Joan
and Prince Llewelyn. Gelert had been
protecting the baby while Prince Llewelyn
had been out hunting.)
under time limit.
CT (Critical Thinking)
1. Comprehension Check:
a. Who
were the royal couple?
b. Why did the prince ask himself
is my son all right?
11
c. Why couldnt Llewelyn see his
son when he first rushed into
the room?
(Divide the class into 4 groups. Then
give each group the task assigned to
them.)
d. Can
the prince trust Gelert? Prove that
Gelert could be trusted. Group one
present your work.
e. What
is the moral lesson of the story?
Group two present your work.
f. If you will be Prince Llewelyn,
what would you do when you saw
that Gelert had bloodstains on his
jaw? Express your feeling through
writing a letter. Group three
present your work.
g. How will you take care of your
pet? Group four present your work.
2. Engagement Activities:
GROUP 1: LIGHTS, CAMERA, ACTION!
Prove that Gelert could be trusted. Make a
script and dramatize the part to prove that
Gelert could be trusted.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story and compose
a song that tells the moral lesson of the story.
Prepare to sing your song to the class.
GROUP 3: WRITE ME A LETTER!
If you will be given a chance to write to
Prince Llewelyn, what will you say to him after
what he had done to Gelert?
GROUP 4: CREATE ME A POEM!
Compose a poem about your favorite pet.
Describe your pet.
Allow the pupils to perform their task
GOLD: (Grammar Oral,
Language Development)
1. Drill: Pronunciation drill:
 Say: Peter Piper picked a Karl: Yes, it is. Thank you very much.
peck of pickled pepper. Jazzer: Youre welcome.
A peck of pickled pepper
Peter Piper picked.
If Peter Piper picked a peck of 7. Generalization:
pickled pepper,
Wheres the peck of pickled pepper Remember:
Peter Piper picked? The rise and fall of the voice when
speaking or reading is called intonation.
2. Review: The rising intonation is used with
Kinds of sentences. questions answerable by Yes or No.
What are the kinds of sentences? The falling intonation is used in
What is the intonation when we are statements or questions not answerable by
asking questions? Yes or No.
What is the intonation when we are
stating a fact? 8. Application:
Divide the pupils into four. Have
3. Motivation: them perform the different task
Have the pupils read the following assigned to them.
sentences:
a. I am new here. GROUP I:
b. Are you new here? Work with your group. Make a question
and - answer game with the topic:
A. Favorite Fruit
What kind of sentence is sentence A?
Sentence B?
How did you read sentence a? GROUP 2: Read the dialog with your group.
Observe the correct intonation.
Sentence B?
Pupil A: I am thinking of my favorite
4. Presentation: flower which is white in
Have the pupils listen as the teacher color, having a sweet
reads the following sentences. fragrant.
Pupil B: Is it a sampaguita?
A.1. Have you been in Cebu? Pupil A: No, it isnt.
2. Yes, I have been in Cebu. Pupil B: Is it a rose?
B. 1. Its an amazing creature, isnt it? Pupil A: No, it isnt.
2. Yes, it is. Pupil B: Is it a dahlia?
Pupil A: Yes, it is. I really love that
5. Discussion: flower.
Which utterances are statements? (No. 2
sentences for A & B) GROUP 3: Put an arrow to show a rising or
How did I read the statements? (Falling falling intonation. Put the correct punctuation
mark for each sentence.
intonation)
Which utterances are questions? (No. 1 1. The baby is crying
sentences for A & B) 2. Do we have a new teacher
How did I read the questions? (Rising 3. Does a crocodile give a thundering roar
intonation) 4. Did you used the talents given to you by
Are these questions answerable by yes God
or no? (Yes) 5. Sherwin will join the field trip tomorrow

6. Fixing Skills:
Have the pupils read the dialog.
Have them observe the correct
intonation.
Jazzer: Are you looking for something,
Karl?
Karl: Yes, I am. I am looking for my new
ball pen.
Jazzer: Is this the one youre looking for?
IV. EVALUATION:
Direction: Write whether the following
sentences have a rising or falling
intonation. Put the correct punctuation
after each sentences.
Ex. Is this your book? Rising

12
 Is a rainbow an unexciting sight
2. Do people in organizations work
together for a common cause
3. When seeds are beginning
to grow, they are sprouting
4. Plants that are used for seasoning food
are called herbs
5. Would a public notice be kept hidden
TS (Transfer Stage)
1. Drill: Pronunciation Drill:
Please place the pleated pressed
pants on the plain pressing plank. (3x)
2. Review: Checking of assignment.
Think of a word that will be
formed from the given suffixes. Use
these words in a meaningful sentence.
1. less
2. ful
3. able
4. ness
5. ly
3. Motivation:
What reference are we going to use if we
want to know the meaning of a certain
word? (Dictionary)
4. Presentation:
Have the pupils open their own
dictionary. (This must be assigned one day
before the topic)
What can you see in a dictionary?
5. Discussion:
How are the words in the dictionary
arranged?
What are the different information
presented in a dictionary?
Discuss further. (You can be guided
with the information given in the
generalization under Remember.)
6. Fixing Skills:
A. Read the dictionary entry for the
word reverse. It gives three definitions for
reverse. Then read the sentences and write
the number of the definition that fits the
way reverse is used in each sentence.
reverse (ri vurs) adj., n., v.
1. the opposite or contrary
2. the back
3. to turn the other way; to
turn inside out or upside
down
13
1. What is engraved on the reverse side
of your watch? _____
2. I can reverse my jacket so that the
outside is red instead of blue. _____
3. Why do you always want the reverse
of what I want? _____
7. Generalization:
What are the different information
that we could get from a
dictionary?
REMEMBER:
A dictionary contains alphabetical entries
that tell how to pronounce the entry word and what
the word means. A dictionary entry is shown on
the left-hand column in heavy black type.
Pronunciation is shown in sound symbols
between slant lines after each entry word. The
primary accent is shown by the darker accent
mark (). The secondary accent is shown by the
lighter accent mark. The word division or
syllabication of an entry word is also given. The
part or parts of speech for an entry word are
shown by abbreviations. A plural of noun is shown
if it does not form the plural regularly by adding s or
es to the singular. The past tense and ing verb
forms are shown if the spelling of an entry word
changes before the ending are added and if the
verb is irregular. The origin of an entry word is
shown in brackets at the end of the entry.
Example:
pennant /penent/ n. A flag,
usually long and narrow, used for
signaling on ships; a school banner.
[fr L penne feather]
In looking for the meaning of a word in
a dictionary, remember to:
Use the guide words found on the
top left hand or the top right hand
of the page;
Follow the alphabetical order of
words; and
Read the first few pages that
contain the directions on how to
use it.
8. Application:
Use the definition to answer questions
1 -3.
_________________________________
 be*lu*ga (ba lyooga) n. A small white ____4. Night blindness is caused by a
whale of Arctic waters. deficiency in Vitamin A.
ca*jo*ler*y (ka jo le re) n. Persuasion by (1) loss of (2) waste in
flattery and false words. (3) dose of (4) lack of
found*er (founder) n., v. 1. One who
helps to establish something. 2. To ____5. The floor looked new and glossy
stumble after we waxed it.
man*a*tee (man e te) n. A plant-eating (1) smooth (2) clean
sea creature of the tropical Atlantic coast. (3) bright (4) shiny
thread*bare (thredber) adj. 1. So worn
and frayed that the threads show. 2. Answer: 1. (3) 2. (2) 3. (4)
Overused and commonplace or stale. 4. (4) 5. (4)
_________________________________

1. In what way is a beluga and a manatee V. ASSIGNMENT:

alike? ___________________________ 1. A. GOLD:
Make a question and
2. Is a person who uses cajolery an answer game talking about your
honest person? Why or why not? favorite subject.
_______________________________
B. TS. Read each set of guide words.
3. Write the number of the meaning of Then write the words from the box that
the underlined word in each sentence. would appear on a page with those
a. Emmas old shirt was almost guide words.
threadbare. ____
b. The puppy foundered in the mud. Capture cardboard
___ Chisel Chores
Compass compose
IV. EVALUATION:
TS.
A. Direction: Arrange the following calico career chilled
words in alphabetical order. circuit
personal pencil ____________
dream birthday ____________
paper production ____________
decoration accidental ____________
tired commotion conductor
___________________
B. Direction: Replace the underlined word ___________________
(s) with another of similar meaning and
write its number on the space provided.

_____1. Beavers are known to be LESSON # 4

industrious animals.
(1) fierce (2) timid
(3) hardworking (4) I. OBJECTIVES:
cunning GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
_____2. The children love the famous story listened to.
of Robin Hood and his merry men. GOLD: 3.Ask questions with appropriate
(1) fact (2) legend interrogatives.
(3) novel (4) theory TS: 4. Write a composition showing
introduction, body and
____3. I have no confidence in his promise. conclusion.
(1) belief (2) worth
(3) value (4) faith II. SUBJECT MATTER:
GLR: The Parable of the Division

14
GOLD: Asking questions with appropriate
interrogatives.
TS: Writing a composition Showing
introduction, Body and Conclusion
Reference: 2002 BEC
PELC Speaking 1.2.2; PELC Writing 1
New Dynamic Series in English 6 p. 56
English for all Times Language p. 3 9
Reading Links pp 23 - 34
Materials: strips of cartolina, index cards
III. Procedure:
GLR:
A. Pre-Reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following:
The f and p in a word
f p
friend piece
Filipino puzzle
flipper prisoner
flippant put
fifty profane
fan people
Read: Captain Philips four ships/
suffered fearfully in the conflict/ / Philip
refused to accept his defeat / as final// for
five years / off and on, / he had fought his
defiant foe/ with only brief intervals for
refitting his fleet. / Being a philosopher as
well as fighter./ Philip reflected / that if he
could raised funds, / he could still carry on
effective warfare.
2. Motivation:
Is it good to share things equally
with your brother/sister? Why? Why not?
3. Unlocking of Difficulties:
Try to draw out the meaning of the
underlined words through context clues.
1. A system evolved in which one does the
dividing and the other gets the selecting
first.
a. run away from
b. produced by natural means
c. go around
2. To guarantee means the same as _____.
a. answer joyfully a question
b. to answer for something as in loan
or pledge
c. announce something
3. Equitable would mean _____.
15
a. a bank
b. fair and equal
c. unfair
4. Kuya is an appellation for older
brother.
a. a court appeal
b. a friendly greeting
c. a title
5. To be disappointed is to ____.
a. be unhappy
b. fail in expectation
c. be fatigued
6. The refreshing fluid eddied out down
into his throat.
a. chicken out
b. flow away like a whirlpool
c. fail in something
4. Motive Question:
Why did the younger brother drink
all the contents of the whole bottle?
B. During Reading
Activities:
1. Have the pupils listen to
the story. Let them take down notes about
the story listened to.
THE PARABLE OF THE DIVISION
The young boy and his older
brother were taught by their parents to
divide material things equally and fairly.
This they tried to follow.
A system evolved in which one
does the dividing and the other gets the
selecting first. This guaranteed an
equitable cutting. Otherwise, the one who
divided would be in the losing end.
One day, the two boys had a pair
of fish for lunch. One big fish and the
other a small one. The young boy thought
his older brother would give in
(magparaya) to him as a younger and
weaker sibling so he said, Kuya
(appellation for older brother), please go
ahead and make the first selection.
The older brother quickly got the
bigger fish. The younger boy was
disappointed to get the much smaller fish.
If I were you, said the younger
boy to his older brother, I would have
taken the smaller fish.
 What are you complaining about?
answered the older brother. You got what
you want.
Next time around, the two boys had
to share a bottle of soft drink. They were in GROUP 3: WRITE ME A LETTER
the rice field with no glasses or containers
available. Choose your most liked character
Lets just drink direct from the or most disliked character and write a letter
to the character expressing your feelings to
bottle, suggested the older brother. Be him/her.
sure it is exactly half. You go ahead and
drink your share.
The younger boy took the bottle and GROUP 4: SING ME A SONG
raised it to his mouth. The refreshing fluid
Identify the lesson in the story and
eddied out and down his throat in
compose a song that tells the lesson.
successive big gulps. He practically held his Prepare to sing your song to the class.
breath while the older brother waited.
After a minute, the content of the
whole bottle was gone. The younger brother
had drunk all and wiped his mouth with his GOLD (Grammar, Oral
wrist. He smiled contentedly. Language Development)
Why did you drink all of it?
accosted the older boy. 1. Drill: Pronunciation Drill:
The younger brother replied, My iy i e
half share was at the bottom part of the
bottle. leaves fish them
-Juan M. Flavier jeep him get
reach rich wretch
A. Post Reading Activities: heel hill hell
1. Answering the motive speak spick speck
question:
Why did the younger brother Sentence Drill:
drink all the contents of the whole
bottle? 1. Place the fish inside the jeep and
cover it with leaves.
2. Comprehension Check: 2. Karl gets the clean meat in a house
Have the pupils answer the near that small hill.
following question. 3. Sit on the high seat when the table
is set.
1. What good value have the parents of
the two boys taught them? 2. Review: Checking of assignment:
2. To make sure that equitable division Making questions and answers
is guaranteed, what practiced was game.
observed by them?
3. What lesson is the parable wishing to 3. Motivation:
share? Present a picture. Have the pupils
ask questions about it. (Any picture
3. Engagement Activities: will do as long as there will be
Have the pupils perform the different questions for the pupils to formulate.
activities assigned to them:
GROUP 1: LIGHTS, CAMERA, ACTION
4. Presentation:
Have the pupils read the following
Choose the part that you liked best in questions:
the story. Then make a script and
dramatize the chosen part. Who are in the picture?
Where are the children working?
What are they doing?
GROUP 2: DRAW ME
How long have they stayed there?
Pretend the story is a movie and
What does the librarian do?
you are supposed to advertise it. Make a
movie poster of the story and then explain
to the class your poster. 16
 Whom - for a sentence that requires
5. Discussion: a pronoun in the objective
With what words do the questions case.
begin?
What word is used in asking about a 8. APPLICATION:
person? Place? Thing? Manner? Degree? A. Guided Practice:
Extent or condition? Time? Place? Have the pupils perform the
What are these words? different activities assigned to them
Discuss further. (Refer to the under time limit.
generalization given for further
discussion) GROUP 1:
Look at the picture. Think of possible
questions that you would like to ask to the
6. Fixing Skills: president of the Philippines, Benigno Aquino
Independent Practice: III.. Use the different interrogatives to begin
Transform the following sentences the questions. Play the question-and-answer
into questions using the correct game.
interrogative pronoun that corresponds
to the underlined noun:
GROUP 2:
Example: Ask the correct wh questions
for each expected answer. Be sure to
Edgars brother will hold a one- observe the proper intonation:
man painting exhibit.
Whose brother will hold a one- Expected answers:
Swimming
man painting exhibit? December 25
To buy new t-shirt for my birthday
1. Mrs. Reyes taught him the basic Early morning
lessons in painting. Biking
2. The proceeds of his painting exhibit
will be given to the street children. GROUP 3:
3. The exhibit will be held at the Quezon Complete the following questions
Memorial Circle. with correct interrogatives:
4. He will hold his exhibit next month. 1. _____ is the name of the girl?
5. He attained success through hard 2. _____ is she from?
work and determination. 3. _____ old is she?
4. _____ did she save the old
woman?
7. GENERALIZATION: 5. _____did the incident happen?
What are interrogatives?
When do we use interrogatives? GROUP 4:
Work with your group. Study the
picture very carefully. Then agree on
REMEMBER: questions that you want to ask about the
picture. Make sure to begin with the
Words that are used in asking different interrogatives. Write the
questions are called interrogatives. questions down on a piece of paper.
These are:
Who - for persons
What - for things
Why - for reasons or causes IV. EVALUATION:
When - for time GOLD: Direction: Complete each
Where - for place question with appropriate interrogatives.
Whose - for persons; when speaking 1. ______ do you wish to talk to?
of ownership 2. ______ is he going to
Which - for person and things Davao?
indicating one of a kind or 3. ______ the last person to
definite class. see him?
How - for degree, extent, condition 4. ______ number did you dial?
or manner. 5. To ____ shall I give the letter?

17
 6. GENERALIZATION:
What are the characteristics of a
good paragraph?

TS (Transfer Stage) REMEMBER:

1. Drill: Pronunciation drill:
Have the pupils read the pair of
words. Note the difference in their sounds.
A good paragraph must have an
effective beginning and ending. The body
contains the details that support the topic
well.

/e/ /i/
tell till
sell sill 7. APPLICATION:
Have the pupils write the
dead did composition on a piece of paper. Be
red rid sure to apply the correct punctuation
bless bliss and capitalization. Note the indention
fell fill at the beginning paragraph. Write
spell spill neatly and clearly.
lead lid
wet wit IV. EVALUATION:
TS. Direction: Call on a volunteer to read
2. Review: aloud his/her composition in class. Guide
How do we write sentences? the pupils to evaluate it considering these
questions:
3. Motivation:
How do you feel about a storm? 1. Does it have an effective beginning
sentence?
4. Presentation: 2. Do all the supporting details keep
Present the picture of a storm and its to the topic?
effect. 3. Is the ending sentence effective?
Have the pupils talk about their
feeling about a storm. V. ASSIGNMENT:
A. GOLD: Choose the correct
5. Discussion: interrogative pronoun:
(Give each pupil a meta card for 1. (Who, What) did you say?
them to write all the answers to the 2. (Who, Whom) does she want to see?
questions to be given by the teacher.) 3. (Whose, Which) paper is this?
4. (What, Which) project will we do next?
What do you encounter/ experience 5. (Who, Which) do you like better, a
during and after storm? dog or a cat?
What activities do you enjoy when
there is a storm? B. TS. Have the pupils rewrite the
What activities cant you enjoy? composition on their theme notebook.
What things delight you?
(Have the pupils paste their answers
on the board) LESSON # 5
Have the pupils arrange all the details I. OBJECTIVES:
written on the board in order. Have them
also formulate sentences out of the details GLR: 1. Enjoy listening to a story
on the board. Then the teacher guides the CT: 2. Answer questions from the
pupils in arranging them in logical sequence story listened to.
to create a meaningful body. Then the GOLD: 3. Use courteous expressions on
teacher will also guide the pupils in appropriate situations:
formulating the ending of the paragraph. participate in club meetings.

18
TS: 4. Decode meaning of unfamiliar
words using the dictionary:
words with multiple meaning of
words.
II. SUBJECT MATTER:
GLR: The Vanity of the Rat
GOLD: Participating in a Club Meeting
TS: Words with Multiple meaning
Reference: 2002 BEC
PELC Speaking 2.1; PELC Reading 1.4
Effective Reading Book Lesson 2 p. 8
Effective Reading Book p. 5 6
Using the Dictionary; English For You and
Me, Reading p 49.
English For You and Me Language pp 8 - 13
Materials: picture of a rat, sun cloud, wind;
dictionary; strips of cartolina
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre Reading Activities:
1. Drill: Pronunciation drill:
Of all the felt I ever felt
I never felt a piece of felt
That felt the same as that I felt,
When I first felt that felt.
2. Unlocking of Difficulties:
Have the pupils identify the meaning
of the following words. Match column
with A with column B. Use the given
sentence as your clues.
A B.
1. anxious a. decent
2. high stationed b. friend
3. acquaintance c. worried
4. coyly d. most powerful
5. convinced e. shyly
6. respectable f. influenced
7. vanity g. pride
1. Mr. and Mrs. Rat were very anxious fro
their darling daughter, Rena, to marry
into a respectable family. (C)
2. They believed that the sun is the most
high stationed person they knew. (D)
3. Mr.Sun said that he was not the most
powerful person of the Rat familys
acquaintance. (B)
19
4. Rena giggled coyly and tried not to let
Roger know how she felt. (E)
5. Mr. and Mrs. Rat were convinced with
the words of Mr. Wall. (F)
6. They want Rena to marry a respectable
man. (A)
7. The vanity of Mr. and Mrs. Rat led them
to choose a high stationed husband for
their daughter. (G)
3. Motivation:
Do you know anything about
Filipino customs/traditions about
marriage?
4. Motive Question:
Why did Mr. Sun, Mr. Cloud, Mr.
Wind and Mr. Wall refuse to marry
Rena?
B. During Reading Activities:
1. Have them take down important
details about the story.
THE VANITY OF THE RAT
In Korea, it was formerly the
custom for parents to arrange their
childrens marriages. Mr. and Mrs. Rat
were anxious for their darling daughter,
Rena to marry into a respectable family.
From the first, they had taught that
Mr. Sun was the most high-stationed and
well-descended person they knew, and
they decided that he was just the person to
marry their daughter.
Hello, Mr. Sun, said Mr. Rat
importantly. I would like you to know
that my daughter is old enough to marry
now and that we would be very pleased to
welcome you into our family as Renas
husband. We chose you from all the men
we know because of your high position
and your great power. (Do you think Mr.
Sun accepted the offer of Mr. Rat?)
You offer is indeed kind, Mr.
Rat, replied the smiling Mr. Sun, who
had no desire to marry a member of the
Rat family. I feel that it is only fair to tell
you, however, that I am not the most
powerful person of your acquaintance. I
would like to recommend to you Mr.
Cloud, who can cover up my face and
keep me from shining.
 Yes, of course, of course! Mr.
Cloud is certainly more powerful, said Mr.
Rat as he and his wife went to see the
gentleman. (How about Mr. Cloud? Do you
thin he will also accept Mr. Rats offer?)
When Mr. Cloud heard of Mr. Rats
offer, he too was not eager to choose his
wife from the House of the Rats. He waved
his hands, saying, You seem not to know
that there is one who is more worthy of your
honor than I. Though I sometimes get the
better of Mr. Sun, I am still a mere servant
of Mr. Wind. His blast and growl make me
go anywhere he pleases, whether I want or
not.
Leaving Mr. Cloud, Mr. Rat
mumbled to his wife, Mr. Wind is indeed
much more powerful; much more powerful.
He is certainly the proper husband for our
daughter. (Did Mr. Wind accept the offer
of Mr. Rat?)
Once again, Mr. Rat offered the
hand of his daughter in marriage, but Mr.
Wind was no more anxious than the others
to become Mr. Rats son-in-law. Laughing
hoarsely, he said, I am indeed powerful
enough, for forests tremble and ships toss in
fear of me. But there is one more powerful
than I. It is Mr. Wall. He sets his strong legs
firm upon the earth and stands immovable
in my way, arms folded, eyes blinking. But
for him, how I could meddle in the lives of
families?
So saying, Mr. Wind gave another
laughed and whizzed on.
Wondering how his wise brain could
ever have overlooked so powerful and close
a neighbor, Mr. Rat visited Mr. Wall, who
likewise apologized. It is quite true that I,
without any sign of outward exertion, can
check the progress of the wind, which
commands the cloud, which overpowers the
sun. But what am I to you, oh, Mr. Rat? Your
prosperous race can undermine me and
make me fall in the twinkling of an eye, if
need be. Oh, Mr. Rat, I am at your mercy.
(Who could be the best groom for Rena?)
How true, very true! Mr. Rat said
proudly. Of course the race of rats is the
most powerful of all. And my glorious race
is next to none yes, next to none in
respectability. The only person for our
darling Rena is to marry another rat.
Yes, said Mrs. Rat. And I know
just the person: that nice Roger Rat who
seems to like Rena so much. And his parents
are such good friends of ours, too.
20
Old Roland Rats boy? An
excellent idea! agreed Mr. Rat. Lets see
if he is in now.
When Roger rat appeared, Mr. and
Mrs. Rat told him of their offer, which he
accepted immediately. They led him to
their hole, where they found Rena giggled
coyly, hanging on to her mothers hand.
Although she tried not to let Roger know
how she felt, she was very much delighted
that her parents were arranging for her to
marry him. Like most Korean girls, she
was shy when she was with boys.
Mr. and Mrs. Rat were every bit as
pleased as Rena and Roger were about the
arrangement. And Mr. Rat was convinced
that he had made the best possible match
for his darling daughter. (Who was the
best match for Rena?)
Source: Effective Reading p. 8-10
C. Post Reading Activities:
1. Answering the motive
question:
Why did Mr. Sun, Mr. Cloud,
Mr. Wind and Mr. Wall refuse to marry
Rena?
CT. (Critical Thinking)
Have the pupils answer the
following questions:
1. What was the early
Korean custom of marriage?
2. Who were the choices of Mr. and
Mrs. Rat?
(Divide the class into 4 groups. Then
give each group the task assigned to
them.)
1. Why did the couple choose Mr.
Sun? What did Mr. Sun do? Group
one present your work.
2. What is the moral lesson of the
story? Group two present your
work.
3. If you will be Rena, what will you
say to your parents with regards to
your marriage? Express your feeling
through writing a letter. Group three
present your work.
4. Who was finally chosen to be the
groom of Rena? Group four present
your work.
2. Engagement Activities: Presentation:
Have the pupils read the dialog about
the club meeting on p. 8 English for You
and Me Language.
GROUP 1: LIGHTS, CAMERA, ACTION! 5. Discussion:
Who attended the meeting?
Why did Mr. and Mrs. Rat choose the sun for Who presided the meeting?
their daughter? What did the sun do? Make a Why?
script and dramatize the part to prove your How did the chairperson start the
answer.
meeting?
What did the members do if they
GROUP 2: I WRITE A SONG! wanted to speak?
What did the chairperson do to
Identify the lesson of the story and
compose a song that tells the moral lesson of
indicate that a member was permitted to
the story. Prepare to sing your song to the speak?
class. What were discussed in the meeting?
How did the meeting end?
GROUP 3: WRITE ME A LETTER! What does the expression The
meeting may now come to order mean?
If you will be Rena, what will you say to your Discuss further.
parents with regards to your marriage?
Express through a letter. 6. Fixing Skills:
Tell who uses the following
GROUP 4: CREATE ME A POSTER! expressions in an election meeting.

Who was finally chosen to be the groom of 1. T

Rena? he meeting will please come to
Draw a poster showing Rena and his groom in order.
an altar.
2. The table is now open for
nomination.
Allow the pupils to perform their task 3. I
under time limit. nominate ____ for President.
4. I move that the nomination for
President be closed.
GOLD: (Grammar Oral, 5. I
Language Development) second the motion.

1. Drill: Pronunciation drill: 7. Generalization:

Amidst the mists and coldest frosts;
With barest wrists and stoutest boasts,
He thrusts his fists against the posts,
And still insists he sees the ghosts.
2. Review:
What is the intonation when we are
asking questions?
What is the intonation when we are
stating a fact?
3. Motivation:
Does your own class conduct
meetings and elect officers?
What are some of the courteous
expressions that you used in conducting
meetings?
What do we have to observe in
participating in a meeting?
Remember:
To hold a club meeting, one must
observe proper behavior and must follow
the correct procedure. Courteous
expressions must also be observed. Such
expressions as:
A. The meeting may now come to
order.
b. The table is now open for
_____.
c. I suggest that _______.
d. I move that _____
e. I second the motion ________.
f. How many are in favor?
g. It has been moved and
seconded that ___________.

21
 h. The meeting is adjourned.
i. Is there any objection?
8. Application:
Divide the pupils into four
groups. Have them perform the
different activities.
GROUP 1: LIGHTS, CAMERA,
ACTION!
Do your own class meeting
and elect officers.
GROUP 2:
Make and pass a motion to
give a gift to a much-liked teacher
who is leaving the school.
GROUP 3:
Meet with the class to vote or
whether not to go on a trip to the
nearest museum.
GROUP 4:
Meet with the class to vote on
whether or not to invite parents as
judges in the forthcoming painting
contest sponsored by your club.
IV. EVALUATION:
A. GOLD: Direction: Match the
expressions used in the meeting under
Column A with its meaning under
Column B. Write your answer on the
space provided.
A
_____1. The meeting may now come to
order
_____2. The table is open ______.
_____3. I suggest that
_____4. The minutes of the meeting is
_____5. I move that
_____6. I second the motion .
_____7. How many are in favor?
_____8. It has been moved and seconded
that
_____9. The meeting is adjourned.
____10. Is there any objection?
B bat.
A. To put something forward for
consideration
22
C. To support the motion so that it can be
voted on
E. Ask how many agree with the
suggestion
J. Ask for some questions
TS (Transfer Stage)
1. Drill: Pronunciation drill: Have
the pupils recite the following
verses:
If a shipshape ship shop stocks
Six shipshape shop-soiled ships,
How many shipshape shop-soiled
ships
Would six shipshape ship shops stock?
2. Review: How to write a composition
correctly.
3. Motivation:
What I am holding? (a neckerchief)
What are the uses of this?
(A neckerchief is used by boy
scouts.
.. a sling if you have a broken arm
.. signal flag
.. tie on the head if you have
headache
.. tie on the waist if you have
stomachache
.. others (answer may vary)
Like a neckerchief, words also have
many uses.
4. Presentation:
Have the pupils read the
following sentences:
1. a. It is hard to break the
fairys spell.
b. The hard glass broke when it
dropped on the floor.
2. A. The boy hits the ball with a
b. The bat is hanging on a branch
of a tree.
5. Discussion: 7. GENERALIZATION:
What does hard in the first Some words have
sentence mean? What about in the multiple meanings; the
second sentence? meaning can be identified through
What does bat mean in the 1st context.
sentence? 2nd sentence?
Have the pupils read another 8. Application:
example: A. Play the multiple-meaning card
A. Cinderella lost her slipper at the game. Given is a set of meanings
ball. for a certain word. Guess and
B. The center player shot the ball. win the game. Write your answer
in the lucky card/blank card.
What are the two different meaning
of the word ball in the given sentences? 1. ..an open space ..a figure with
Discuss further. in the city. four equal sides.

6. Fixing Skills:
..to settle ..
A. Which meaning of the
underlined word is
used in each sentence?
2. ..a large boat ..a hallow
track: container
1. A mark left by someone or something.
2. A path. ..a tube that ..
3. A set of traits that trains move on. carries blood.

______ The car raced around the track.

______ The railroad track cuts across the 3. ..the upper body ..a card game
road. part of the nose
______ Is that a bear track in the dirt?
..a structure for ..
crossing a river.
dance:
1. To move the body in time to music.
2. A party where people move to music.
4. the degree
_______ The dance started at seven oclock. of highness to throw
_______ Denise likes to dance to fast music. or lowness
of sound
B. Direction: Read each sentence, and
then select the right definition for it.
to fix
Hand A. part of the arm firmly on
B. keep assistance the ground

1. When the terrorists attack, many

people offered to lend a hand.
2. Raise your hand if you want to say a bomb
a deep hole
something. 5. placed under to fix
the surface of for digging firmly on
the sea out coal, etc. the ground
March A. step together in rhythm
B. third month of the year

1. The band will march in the Araw ng ..belonging

to me
Kalayaan celebration.
2. My birthday is on March 15.
belonging
to me

23
 Answer Key:
1. square
2. vessel
3. bridge
4. pitch
5. mine

B. Read the sentences and write the letter o A B

the illustration that best explains the
meaning of the italicized word in each ____1. A diploma carries the seal of the
sentence. school.
____2. The seal can do many tricks.

IV. Evaluation:

Read each sentence below and

note the definition of each underlined
word. Decide which definition gives the
A B meaning of the words as it is used in the
sentence. Write the letter of your
____1. The boy puts a stamp on his letter. answer on the blank space on the left.
____2. Stamp your foot twice
Sentences
___1. The newly promoted general Gener
delivered an inspirational talk to
the soldiers. a. conc
____2. He made some general the det
observations regarding the peace and b. some
order situation in the country. c. holdi

___3. The deer tail leads toward the main chann

channel of the Mississippi River.
____4. The official made hi request a. the
A B through channels. b. any
____1. The athlete hurt his foot. c. the
_____2. This ruler is one foot long. tran
d. a lo
e. a fr
tran

A B
____1. The leaves are falling.
____2. Mother leaves for work every
morning.

A B

____1. Father will sign a letter.

____2. The artist is making a sign.
V. Assignment:
A. GOLD: Write a simple dialogue of
participating in a club meeting.

24
 Reference: 2002 Basic Education
TS: Read each sentence. Decide which Curriculum
meaning applies to the underlined word. PELC Speaking 3; PELC Reading 1.4
Write the letter of your answer on the Reading for Meaning 6 p.78
blank. New Dynamic Series p 163
Explore Your World Through Language
1. Lorenzo has a firm belief in God. and Literature pp 34 - 35
a. fixed in place
b. determined Materials: strips of cartolina. Index cards
c. a company
III. PROCEDURE:
2. During the summer, children GLR (Genuine Love for Reading)
spend a lot of time wading in the pool. A. Pre-Reading Activities:
a. a group 1. Drill: Pronunciation drill: Have
b. a game the pupils recite the verse drill
c. swim tank given:
3. Above the pointed church roof Dont lose your keys,/
was a crucifix. Dont lose your face.//
a. spiked If you lose your keys,/ dont fuss.//
b. showed If you lose your face./ dont wince//
c. strong Dont lose your lace,/
Dont lose your sax.//
4. Tourists are entertained in the
Fiesta Islands. If you lose your lace,/ dont
a. considered gaze.//
b. interested If you lose your sax,/ dont
c. received as guests laze.//

5. By feeling, the faith healer knows 2. Motivation:

where to apply the necessary treatment. Did you know that long ago
a. condition of being aware the rose plant did not have thorns?
b. sense of touch Why do you think they have
c. emotion thorns now?

3. Vocabulary Development:
Have the pupils know the
LESSON # 6 meaning of the following words:

I. OBJECTIVES: a. perched (The butterfly perched on

a beautiful flower in the garden.)
GLR: 1. Enjoy listening to a story b. admired (The animals that lived
CT: 2. Answer questions from the story during that time admired the rose
listened to. greatly.)
GOLD: 3. Ask and answer questions about c. dangerous (The rose plant became
oneself/others using pictures and a dangerous plant to touch.)
or dialogues d. proud (God did not like the rose
TS: 4. Decode meaning of unfamiliar plant to be proud.)
words by learning
homonyms/homophones. 4. Motive Question:
Have the pupils create their own
questions about the story. The teacher will
II. SUBJECT MATTER: write all the questions on the board.
GLR: The Proud Flower
GOLD: Asking and answering questions B. During Reading
about oneself/others Activities:
TS: Learning homonyms/homophones

25
 Have the pupils listen to the story.
Let them take down important details
about the story. GROUP 2: WRITE ME A LETTER

The Proud Flower Write a letter to the rose telling her

your feeling about her being proud.
Many, many years ago, when the
earth had only the sun and the moon, the GROUP 3: USING A TIME LINE
flowers and the animals, the rose was
thought to be the most beautiful flower. STORY GRAMMAR ORGANIZER
It was so beautiful that all the
animals that lived during that time admired Have the pupils complete the story
it greatly. grammar organizer:

One day, a butterfly got tired flying. Title: _________________________

It perched on the lovely rose to rest. The Author: _______________________
rose became mad. It did not like nay
butterfly or insect to perch on its petals or Who is the main character?
leaves. It thought it should do something
about it. At last it came up with an idea.
Thorns! It could surround itself with thorns. Where and when did the story take place?
The rose plant became a dangerous
plant to touch. Many could admire it but
only a few could touch it. God did not like
this. He did not like the rose plant to be What is the problem or conflict?
proud. So He created other beautiful flower-
bearing plants. He created other flowers
that are more beautiful than a rose. God What did the main character do to solve
created orchids, tulips, chrysanthemum, and the problem?
many other more beautiful flowers.

Adapted- New Dynamic How did the story end?

Series

CT. CRITICL THINKING GROUP 4: DRAW ME

A. Post Reading Activities:
1. Answering the motive question.
Have the pupils answer the given
questions on the board.
2. Comprehension Check:
Have the pupils answer the
following questions:
a. What was admired by all the
animals?
b. What perched on the lovely rose
to rest?
c. What makes a rose harmful?
3. Engagement Activities:
Have the pupils perform the
following activities.
GROUP 1: LIGHTS, CAMERA, ACTION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
What did God do to make the rose
plant realize that being very proud is not
good? Answer this question by drawing.
Allow the pupils to perform the
activities under limited time.
GOLD (Grammar Oral,
Language Development)
1. Drill: Pronunciation drill:
Have the pupils read the verse
drill:
As Daddy loses his hair,/
And Mommy loses her maid./
I burn the toasts/ and break the eggs.//
As I burn the toasts/
And break the eggs,/
Daddy reproaches Mommy/
And Mommy pinches me!//

26
2. Review: Checking of assignment Discuss further.

3. Motivation:
Do you help your friends in times of 6. Fixing Skills:
needs? How? A. Have the pupils
listen once again to the
4. Presentation: story The Proud Flower. Have them
Have the pupils read the dialogue. ask questions about the story.
Beating the Deadline B. Have the pupils study the
Sherwin, Karl and Jazzer are the best picture given. Let them ask
of friends. Whatever one does, the rest try to questions about the picture.
help.

Jazzer: I can submit my project this

afternoon. How about you,
two?
Sherwin: Im still doing some finishing
touches. Maybe I can give it
by Monday, next week.
Karl: Well Im ready to hand it to
Mrs. Castillo tomorrow
morning.
Sherwin: How I hope I can finish it on
Friday. 7. GENERALIZATION:
Jazzer: Why cant you? Ill help you, What are the important things that
now! we should remember in asking
Karl: Youre really a good friend, questions?
Jazzer.
Jazzer: Oh, thats nothing. What are REMEMBER:
friends for? In asking questions, one should
Karl: Youve got a true friend, remember to use the wh questions such
Sherwin, havent you? as who, what, when, where, why, whom,
Sherwin: Yes, I have. You two are my and how.
real friends, arent you?
Karl: Of course! All for one and 8. APPLICATION:
one foe all! Have the pupils ask questions
about the following pictures:
5. Discussion:
Have the pupils study the dialogue GROUP 1:
given. Let them ask questions about the (Computers)
dialogue given. (Possible questions to be
given are:

1. What are the three boys busy about?

2. Who are the three boys?
3. Who works fast? Why?
4. Whos the slowest? Why? GROUP 2:
5. How did they show concern for each (Coral
other? Reefs)
6. Were they able to beat the deadline?
How?

What information was included in

the dialogue?
How did you ask questions?
What words did you use in order to
ask questions?

27
GROUP 3: ate eight fare fair
(Forest)

made maid meat meet

GROUP 4: 5. Discussion:
(Astronaut)
What did you notice about the
pairs of words?
What is common among these
words?
Give another word that sounds the same
as these words.
does dash course-coarse
IV. EVALUATION: eye-I whole-hol
GOLD: Direction: Ask questions about which-witch to-too
the given pictures. and-end will-wheel
be-bee new-knew
A.

What do you notice with
these words?
- They sound the same but they
differ in meaning and
spelling.
How do we call words
B. that sound the same but
differ in meaning and
spelling?
- Homophones
Can you give some examples of
homophones?

What are these words?

TS. Transfer Stage: Discuss further.

1. Drill: Pronunciation drill. 6. Fixing Skills:

Have the pupils read the verse drill: A. Fill each blank with the correct
Please, little star,/ tell me who you are,// word. Refer to the list of
Why do you stay/ up there in the sky?// homonyms in the box.
Where do you stay when it rains?//
Where do you stay when it snows?// 1. Father bought a _____ car for the
Please, little star,/tell me who you are.// family.
2. The ____ for the low cost housing
2. Review: Checking of assignment. was already assigned.
3. Mother would like to ____ her
3. Motivation: sons teachers.
Present the picture of an animal hare 4. Everyday, Kyle and Gabriel ____in
and a woman with long hair. the library.
How do you call this animal? 5. Gale cooks adobo using pork and
What does a woman have? chicken ______.

4. Presentation: new - knew

Have the pupils read the pair of sight - site
words given. meet meat
ad - add
ant aunt deer dear

28
 2. We chose to visit Laoag City, the
B. Encircle the correct word in _____ of Ilocos Norte.
parentheses. 3. We drove ____ the city in ____ days.
(to, too, two)
1. (Its, Its) never too late to change. 4. We ____ many sign and giant
2. (Youre, Your) the only person I know billboard along the way.(read, red)
who like opera. 5. It was interesting to ____ the accent
3. I bet you cant (beat, beet) Andrei in of the Ilocanos. (here, hear)
munching carrots. C. From each pair of homophones, choose
4. The (sight, site) of the new sports center the word that fits the given meaning.
is beside the lake. Say the word and spell it out. (In this
5. You have to take your time and plan activity, encourage pupils to enjoy the
when you (right, write) a story. relay game in giving answers.)
7. GENERALIZATION:
steak - stake
HOMONYMS or HOMOPHONES rowed road
are words that are pronounced the same but sole - soul
differ in spelling, meaning and often have way - weigh
different origins as well. vale veil

Example: main-mane (meyn) 1. A stick or post as of wood sharpened

for driving into the ground
a. Main give the main idea (the most STAKE
important or the primary) 2. A slice of meat as of beef, usually
b. Mane the mane of horse is black broiled or fried STEAK
(the hair at the back of the 3. The bottom surface of the foot
neck of a horse) SOLE
4. The rational, emotional and
8. Application: volitional faculties in man SOUL
A. Circle the homophones to make the 5. Direction; turn; route WAY
sentence correct. 6. To determine the weight of as by
measuring on a scale or balance
1. I think ____ is going to be a WEIGH
thunderstorm today. 7. Propelled across the surface of the
a. their b. there water with roars as a boat
ROWED
2. The rainy _____ is driving me crazy. 8. An open way for public passage; a
a. weather b. whether highway ROAD
9. A valley; a low lying tract of land
3. This is better ____ that. VALE
a. than b. then 10. A piece of thin and light fabric, worn
over the face or head for
4. History is all about what happened in concealment, protection, or ornament
the _____. VEIL
a. passed b. past
IV. EVALUATION:
5. You have to walk ____ the doorway to TS. Direction: Supply the correct word
go to this classroom. for each blank in the sentence.
a. threw b. through
1. We ____ our bikes on a very
B. Write the correct homophones on each bumpy ____. (road, rode)
blank. 2. Father left _____ house an ____
before we left for school. (hour,
1. We couldnt decide ____ to go to our)
Baguio or Laoag City. (weather,
3. The ____ quickly_____ the beds
whether)
and dusted the furniture. (maid,
made)

29
 4. Mother will ____ my dress, ____ I
can wear it tomorrow night. (sew, so)
5. Did you ____ that? The circus is
coming _____. (here, hear)
TS: Decoding meaning of unfamiliar
words using context clues.
Reference: 2002 BEC Handbook in
English
PELC Speaking 3.1; PELC Reading 1.5
New Dynamic Series in English p. 1

V. ASSIGNMENT: Materials: picture of a sculptor, tailor,

A. GOLD: Direction: Ask questions about holy man, native man, strips of cartolina,
the picture given.
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre reading Activities:
1. Drill: Pronunciation drill:
Have the pupils recite the
following verse:
If many men knew,
What many men know;
If many men went,
Where many men go;
If many men did,
B. TS. Underline the correct word in What many men do;
parentheses to complete each sentence. The world would be better,
I think so; dont you?
1. Do you know how birds got (their,
there) colors? 2. Motivation:
2. Birds (cheep, cheap) while ducks Do you perform good deeds
quack. because of the praise and honor youll
3. Lions eat (meet, meat) that is why they receive?
are called carnivores. What does greediness do to
4. We pray for (peace, piece) on earth. mankind?
5. Allyson cannot wait to wear her Is it good to share things with
(knew, new) dress to church tomorrow others? Why or why not?
morning.
3. Unlocking of Difficulties:
Have the pupils read the following
words:
LESSON # 7: dense sheer
exhausted holy man
I. OBJECTIVES: sculptor tailor
incantations claim
GLR: 1. Enjoys listening to a story retrieves as to set to
CT: 2. Answers questions from the story do
listened to.
GOLD: 3. Change statements into Write Yes or No before each
questions. (Using the linking statement. (can be assigned one day before
verbs: is, are, was, and were) the topic)
TS: 4. Decode meaning of unfamiliar
words using context clues. . ____ 1. A dense forest has too many trees
standing close to one another.
II. SUBJECT MATTER: _____2. One feels exhausted after a long
and rigid exercise.
GLR: The Parable of the Forest _____3. A sculptor is an artist who carves
GOLD: Changing Statements into figures.
Questions _____4. Sheer can also mean transparent
and pure
_____5. A holy man is always praying.

30
 _____6. A tailor is someone who drags a
long tail when he walks.
_____7. Incantations are prayers or charms
spoken as part of ritual; or magic.
_____8. To claim is to deny something.
_____9. When one retrieves something, he
gets it back.
____10. To plan out something is the same
as to set to do something.
4. Motive Question:
What problem confronted the three
when the work was accomplished?
B. During Reading Activities:
1. Have the pupils listen to the
story. Let them take down
important details about the story.
THE PARABLE OF THE FOREST
Three men got lost in a dense forest.
For several days, they could not find their
own way out. Exhausted, the three men
camped on a common site and discovered
that one was a sculptor, another was a
tailor, and the third was a holy man.
Out of sheer desperation, they
agreed to create native man who could then
guide them out of the thick forest to safety.
(What do you think each man did to create
a native man?)
The sculptor got a piece of trunk from
a fallen tree and carved the figure of a man.
The tailor gathered several leaves
and sewed together a coat and pants and
put them on the carved wooden structure.
Then the holy man murmured his
deepest incantations whereby life soon
began to breathe out of the wooden man.
A problem immediately arose. (What
do you think was the problem?) Each
began to claim the native as his creation.
If not for the wooden form, this
native would not exist, said the sculptor.
If not for the attire, this native
would not be made! exclaimed the tailor.
If not for my prayers, no life would
have lived! shouted the holy man.
Since they could not agree on who
should get the credit and the ownership of
the creation, (What do you think they did
with the native man?) the three decided to
retrieve each ones contribution. The holy
man got back his prayers, the tailor stripped
out the clothes, and the sculptor reduced the
31
low lifeless log into a pile of flitches with
his ax. (What happened to the native
man?)
The native man who could have led the
three to safety was dead.
(Juan M. Flavier)
C. Post Reading Activities:
1. Answering the motive question:
What problem confronted the three
when the work was accomplished?
CT. (Critical Thinking)
Comprehension Check:
Have the pupils answer the
following questions:
1. How did the sculptor, the tailor and
the holy man meet?
2. To get out of the forest, what did
they set their minds to do?
(Divide the class into four groups.
Have them perform each group
activity)
3. What did each contribute to the plan?
Group 1, present your work.
4. When the problem confronted the
three, was the problem solved?
Group 2, present your work.
5. What is the moral of the story?
Group 3, present your work.
6. What kind of mentality was shown in
the story? How does this loosen our
progress as people? Group 4, present
your work.
B. Engagement
Activities:
GROUP 1: LIGHTS, CAMERA, ACTION!
What did the sculptor, the tailor and the
holy man contribute to the plan? Make a script
and dramatize the part to prove your answer.
GROUP 2: CREATE ME A POEM!
When the problem confronted the
three, was the problem solved? Answer the
question through a poem consisting of 2
stanzas, free verse.
GROUP 3: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 4: DRAW ME
What kind of mentality was shown
in the story? How does this loosen our
progress as people? Present your answer
through a poster.

Allow the pupils to perform their task
under time limit.
GOLD: (Grammar, Oral,
Language Development)
1. Drill: Pronunciation drill:
A great way to break plates is
to take plates of great weight in
great height/
Facing or gazing or gaping one way
While pacing or hazing another way.
2. Review:
What do we have to observe in
participating in a meeting?
3. Motivation:
What does your family love to do
together?
4. Presentation:
Have the pupils read the following
sentences:
A. 1. It is spring when he arrived in Vienna.
2. Is it spring when he arrived in
Vienna?
B. 1. Accidents are prone to happen again
and again.
2. Are accidents prone to happen again
and again?
C. 1. Our deacon was transferred to Bian.
2. Was our deacon transferred to Bian?
D. 1. Those people were our neighbors.
2. Were those people our neighbors?
5. Discussion:
Which of these sentences are
statements? Which are questions?
Have the pupils take a look on
sentence A # 1. What is the subject used
in the first sentence?
What is the verb used?
Take a look on sentence A #2. What
kind of sentence is it?
32
How did we change statement #1
into question? (Do the same questioning
for statement B, C and D #1 & #2)
6. Fixing Skills:
Change the following statement
into question:
1. Allyson is reading the book of
Harry Potter.
2. Most doctors are women.
3. Technology in the new millennium
is fast advancing.
4. The parrot was caught in Palawan.
5. Your relatives were businessmen.
7. GENERALIZATION:
How do we change statement into
question?
REMEMBER:
To change statement into question,
invert the position of the subject and
the first word in the verb phrase in
the statement.
Ex. S: My father is coming home today.
Q: Is my father coming home today?
S: Lilia was a Franciscan novice.
Q: Was Lilia a Franciscan novice?
8. APPLICATION:
Guided Practice:
Divide the class into four groups.
Have them perform the activities given to
them.
GROUP 1:
Transform the following statements
into question:
1. Allen was happy that her mother is
now well and fine..
2. You are going to see a nice movie
tonight.
3. Marlon is leaving tonight for Canada.
4. They are going to present their report
on Monday.
GROUP II:
Change the following statements into
question. Write your answers on the shirts to
be hanged on the clothesline. (Provide 5 shirts
for the answer)
1. We are going to have a long quiz
tomorrow.
2. St. Francis was a native of Assisi.
3. Wenn Deramas is a good director.
4. Janelle was sleeping when I arrived.
 4. Presentation:
Aside from using a dictionary, we
GROUP III: can get or guess the meaning of words
Change the following statements into with the help of several clues, called
question: contextual clues.
1. Mother Seton, a saint, was a Catholic Have the pupils read the following
convert.
2. The Last Front is a movie about an
sentences:
AIDS victim.
3. Joyce is writing a poem for her friend. 1. The castle was surrounded by a
4. Precious and Lei are listening to their moat, which is a water canal, to
favorite music. keep enemies away.
GROUP IV: 2. A moat, a water canal to keep
Transform the following statements into enemies away, was built around
questions: the castle.
1. The sperm whale is the only giant
among the toothed whales.
2. They are reporting for work. 5. Discussion:
3. He was the visitor. What is being described in the first
4. We are taught not to rely on our own sentence?
interpretation of biblical passages. (Answer: moat)
What does it tell about a moat? (have
Allow the pupils to perform their task the pupils read the description of the
under time limit. moat.)
Discuss the two main types of
IV. EVALUATION: contextual clues. Refer to generalization.
A. GOLD: Direction: Change the Discuss further.
following statement into
question. 6. Fixing Skills:

1. The survivors were so weak that they Read each sentence carefully and get
could hardly walk. the meaning of the underlined word as
2. The steak I ordered was as tough as leather. used in the sentence. Encircle the letter of
3. Jesus Christ is our Lord. your answer.
4. Aluminum is a useful metal.
5. The eyes are the windows of the soul. 1. His fathers voice startled him and made
him look back to the direction toward
the town.
TS. (Transfer Stage) a. surprised b. frightened
1. Drill: Pronunciation drill: c. anxious
Say: A twister of twist
Once twisted a twist, 2. Then they hailed a cab to take them to
And the twist that twisted, Manong Kadyos house near the
Was a twisted twist. butchers place.
a. to produced a sound
2. Review: Checking of assignment. b. to greet with shout
Think of a word that will be c. to stop
formed from the given suffixes. Use
these words in a meaningful sentence. 3. The other members of the household
1. less spilled into the cool, clean veranda.
2. ful a. furniture b. couch
3. able c. an open porch
4. ness
5. ly 4. I appreciate that you chose to come
here.
3. Motivation: a. to recognize gratefully
How do we find meaning of words b. to apprehend
aside from using a dictionary? c. to understand

33
5. Mang Pidong patted all the other a. said hurriedly without thinking
children on their heads. b. whispered softly and slowly
a. to recognize c. sang sweetly
b. to strike gently
c. to look 3. My neck was hurting before the
movie was over.
a. twisting
7. GENERALIZATION: b. swelling
What are the two main c. painful
types of contextual clues?
4. I thought it would be more sophisticated
There are two main types of and more elegant to order something
contextual clues; the definition clues and different.
the appositive clues. a. refined
b. expensive
@ A definition clue gives a statement c. cheap and simple
explaining or describing.
@ An appositive clue is a word or phrase Answer Key:
that identifies or explains further the 1. b 2. a 3. c 4. b
word it follows.

8. APPLICATION: IV. EVALUATION:

A. Underline the context clue that helps
you guess the meaning of the
italicized word in each sentence. Tell
whether it is an appositive clue or a
definition clue.
1. The soldiers attack the fort, a
military enclosure that served as the
headquarters of the enemies.
2. Intramuros is actually a pentagon, a
figure with five sides.
3. Puertas are openings with
elaborate gates and were built with
chambers for the guards.
4. Sunset, the time when the sun goes
down the horizon, makes me sad.
5. Mother had a hard time ascending or
climbing a flight of stairs to reach the
5th floor.
B. Read each sentence carefully. Choose
the meaning of the underlined word by
looking for word clues in the sentence.
1. The operator in charge of the central
switch-board rang Dorothys telephone
number for me.
a. a bus-line owner
b. a person who makes switch
connections for telephone
callers
c. a doctor operates on a patient
TS: Direction: Underline
the word or words that give
the meaning of the underline word in
each sentence.
1. Mother gave her a pouch, a small
bag, which contained thirty gold
pieces.
2. The boys were frightened to see a
beast, a terrible looking animal.
3. There is a possibility or a chance
that you might win the first prize.
4. His success was attained or
achieved through hard work and
dedication.
5. The old haunted house, believed to
be visited by ghosts, horrified the
children.
V. ASSIGNMENT:
GOLD: A. Change the
following statement into question:
1. The explorers were attacked by
hostile natives.
2. The pupil was punished fro his
insolent behavior.
3. She is amiable.
4. A babys skin is smooth.
5. Those plans are hazy.
TS. From each sentence, draw out the
meaning of the underlined word.

2. Nervous and excited, I blurted out to

Dorothy on the phone, Would you like
to go with me to a movie?

34
 1. The court where the wise judge sat Is it good to tell a lie? Why or why
was not an ecclesiastical court, a court not?
run by the church. 3. Unlocking of difficulties:
2. The courts in Ethiopia have complete Choose the letter of the right word
autonomy; in other words, they are or phrase which will complete the
independent. thought of the statement.
3. At last, the bailiff, a courts policeman,
made them understand the judges 1. A person who is tardy is ___.
decision. a. prompt b. late
4. Farmer Mulugeta did not hear what c. busy d. honest
she said, for he had grown
deaf. 2. Birds nourish themselves when they
LESSON # 8: ___
a. chase each other
I. OBJECTIVES: b. fly high
c. feed on grains
GLR: 1. Enjoys listening to a story d. sleep well
CT: 2. Answers questions from the story
listened to. 3. Flowers in panicles are usually
GOLD: 3.Change statements into questions. _____.
(Using do, does and did) a. hanging b. in bunch or
TS: 4. Follow a series of direction in cluster
cooking and in written directions. c. swinging d. alone

II. SUBJECT MATTER: 4. Alibis are ____.

a. excuses b. flowers
GLR: The Parable of the Perfect Alibi c. diseases d. stories
GOLD: Changing statement into questions.
(Using Do, does and did) 5. A goner is someone with ____.
TS: Following series of direction. a. a gun b. a hopeless case
c. an animal d. a wanderer
Reference: 2002 BEC Handbook in English
PELC Speaking 3.3.1; PELC Reading 2. 6. Someone who is hapless is ___.
New Dynamic Series in English p. 25 a. not whole
Readings and Communication Skills in b. unhappy
English p.35 - 37 c. unfortunate
d. without parents
Materials: strips of cartolina, index card
7. Apprehensions comes whenever
III. PROCEDURE: ____
GLR (Genuine Love for Reading) a. we are peaceful.
A. Pre-reading Activities: b. we are afraid
c. we are well
1. Drill: Pronunciation drill: d. we are happy
Have the pupils read the following
phrases correctly: 8. A fractured leg is ___.
a. long
tardy as usual b. short
tarried along the way c. broken
flocks of bird d. dirty
length of our delay
above the newly harvested 4. Motive Question:
perfect alibi Why were the three barrio school
leftover grains on the panicles boys always tardy?
listened patiently
invariably has good alibis

2. Motivation:

35
 B. During Reading
Activities:
1. Have the pupils listen to
the story. Let them take down
important notes about the story.
THE PARABLE OF THE PERFECT ALIBI
The three barrio schoolboys were
tardy as usual. Like in the past, they
tarried along the way instead of
proceeding directly to school.
A flock of birds attracted them. They
spent the better part of the morning firing
their slingshot. (What did they do with the
bird?) The birds hovered around the newly
harvested field to nourish on the left over
grains on their panicles. The boys had fun
chasing the birds. And as each animal
flew to safety, the stone from the force of
the slingshot followed them.
Now, they were late for school by
almost an hour. It was not the first time.
But somehow, they always put one over
their young city-bred teacher. They always
had good alibis. (What do you think are
some of the alibis that they say to
convince their teacher?
It was either the farm chores or
some last minute unavoidable errand or
some mishap. One time, they spent the
morning swimming in the river. Yet, they
convinced their teacher of an emergency.
A little girl was drowning so they took
time to save her.
Or the alibi of helping an old woman
carry her heavy load. Their excuses were
endless. (Do you think their teacher
believe their alibis?)
They also knew their teacher was
getting suspicious and fed up. So the three
boys made sure their next explanation was
fool-proof.
I have a good idea, said the fat
one of the three boys. Let us tell the
teacher we saw this carabao in pain.
Yes, the second agreed. The
carabao was wounded.
No, the third remarked. It must
be more serious than a wound. Let us say
a leg was fractured. That way, it is
acceptable and will justify the length of
our delay.
Right! Brilliant. The perfect alibi,
they chorused.
And so, in as dramatic a way they
could master, the alibi was presented. The
36
teacher listened patiently.(Do you think
their teacher believe on their alibis?)
How pitiful is the carabao, she
commented. It is good the three of you
were on the spot to assist and save the
poor hapless animal.
That is right, Maam, confirmed
the fat one with a shade of cocksureness.
Without us, the carabao is a goner
(tepok na). It is good only one leg got
broken. Otherwise, it is the slaughter
house for the hapless animal. We should
be commended. Maybe even awarded
medals.
Enough of your lunacy, she said
with a trace of anger. Now, spread out,
one each corner of the room. Get a piece
of paper and ready your pencil.
Are you giving us a special
quiz? asked the fat one with
apprehension. The three were certainly
not ready for a test. (What do you think
the teacher will do?)
No, this is not a quiz, she said
with a naughty and big smile. I just
want you separately to write a short
essay indicating which of the four legs
of the carabao got fractured. And be
specific whether it is hind or front leg
and whether right or left.
-Juan M. Flavier
C. Post Reading Activities:
1. Answering the motive question.
Why were the three barrio school
boys always tardy?
CT (Critical Thinking)
Comprehension Check:
Have the pupils answer the
following questions.
a. What alibis had been given by
these three boys before?
b. Why did the three boys want to
make sure their next explanation
was credible?
Divide the pupils into four. Have them
perform the activities that are assigned to
them.
1. What alibi about the carabao did they
agree to present? Group 1, present
your work.
2. Prove that this time, the three boys
were not able to fool or put one over
their young teacher. Group 2, present
your work.
3. How did the teacher later on
prove that the alibi presented about the
carabao was untrue? Group 3, present
your work.
4. What is the moral of the story? Group 4,
present your work.
3. Engagement Activities:
(Allow the pupils to perform under time
limit)
GROUP 1: LIGHTS, CAMERA, ACTION!
What alibi about the carabao
did they agree to present? Make a script
and dramatize it to your class.
GROUP 2: CREATE ME A POEM!
Prove that this time, the three boys
were not able to fool or put one over their
young teacher. Group 2, present your work.
GROUP 3: WRITE A LETTER
How did the teacher later on prove
that the alibi presented about the carabao
was untrue? Pretend that you are the teacher
and you are going to write a letter to your
best friend telling her the situation about the
three barrio schoolboys.
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson of
the story. Prepare to sing your song to the
class.
GOLD (Grammar Oral,
Language Development)
1. Drill: Pronunciation drill:
Have the pupils read the
following verse:
A good baker bakes good cookies.
If a good baker bakes good cookies,
How many good cookies
Can a good baker bake?
2. Review: Checking of assignment.
A. Change the following statement into
question:
37
1. The explorers were attacked by
hostile natives.
2. The pupil was punished fro his
insolent behavior.
3. She is amiable.
4. A babys skin is smooth.
5. Those plans are hazy.
3. Motivation:
What does your family love to do?
Where do you usually do it?
4. Presentation:
Have the pupils read the paragraph.
The Kitchen and My Family
My family loves to eat and
talk. In fact, we are often in the
kitchen together more than in
any other room in our home. In
the kitchen, my sisters talk for
hours, my father gives advice to
my kuya, and my mother listens
to my stories from school. As we
talk, we share hearty food as we
exchange jokes or ghost stories.
5. Discussion:
What does my family love to do?
What does my father do to kuya?
What does mother do?
Have the pupils read the following
sentences:
(To be written on strips of
cartolina)
A. 1. My family loves to eat and talk.
2. Does my family love to eat and talk?
B.1. My sisters talk for hours.
2. Do my sisters talk for hours?
C. 1. My father collected leaves and
twigs from his nature trip.
2. Did my father collect leaves and
twigs from his nature trip?
What is the verb used in the first
sentence? (loves)
What form of the verb is loves? (-s
form of the verb)
How was it change into question?
Please read.
Why did we use does? (The subject is
singular and the s form of the verb is
used.)
Discuss further. Do the same
questioning for sentences B & C. (You
 may use the information given under
REMEMBER.)

6. Fixing Skills:
Direction: Change the
following statements into
questions.
1. The priest gives us the sacrament
of penance.
2. Our friends acknowledge the
GROUP 3:
roaring cheers. Transform the following statements
3. Letty fears those men. into questions:
4. We expressed our ideas in writing. 1. Mercy and Rosa dig for dirt in the
5. The postman handed over the letter empty lot.
to me. 2. Warm blooded animals produce milk
to feed their young.
7. GENERALIZATION: GROUP3. Willy
4: sailed through the Pacific
How do we change statement into Ocean
Change the on a luxury
following liner.
statements into
question? 4. Lilian saw the accident.
questions.
1. Children hear the mass every
morning.
If the statement uses the simple tense,
2. Warm blooded animals produce milk
as in the example below, the question to feed their young.
starts with do, does, depending on the 3. Some shops advertise their products
number of the subject. in the newspaper to attract customers.
4. They choose the best orator from
Examples: among the thirty contestants.
S: Karl goes to the library every
Tuesday. IV. EVALUATION
Q: Does Karl go to the library every A. GOLD: Change the following
Tuesday? statements into questions.
S: Sherwin and Jazzer enjoy reading
science fiction. 1. You work in school.
Q: Do Sherwin and Jazzer enjoy 2. Jillian works in a bank.
reading science fiction? 3. Prayers bring peace and
contentment to the spirit.
If the statement uses the simple past 4. We show our gratitude by
tense, the question starts with did. our deeds.
Example: 5. You worked in a car park
S: The tsunami killed thousands of last year.
people.
Q: Did tsunami kill thousands of TS (Transfer Stage)
people? 1. Drill: Pronunciation drill:
If Titay can tie a tie
8. Application: and untie a tie
Divide the class into four groups. Why cant I tie and untie a tie
Have them perform the tasks assigned to The way Titay ties and unties a tie?
them.
2. Review:
GROUP 1
Choose the correct meaning of the
Change the following statements into
questions:
underlined word from the choices given.

1. Margie wants to attend the general 1. The police surrounded the bank before
assembly. the robbers could escape.
2. Lilian scatters the seeds for the a. set up b. get away
birds. c. look about d. run down
3. The cats stare scares me.
GROUP 2: sings at a first class hotel.
4. John
Transform the following statements 2. What were the points raised at the
into questions. directors meeting?
1. We bought them from a handicraft
store.
2. I brought the salad to the reunion.
38
3. We flew to Toronto from New York.
4. Last Wednesday, Mildred wore a
Malong to the party.
 a. made up b. left out d. What should you first add when
c. led off d. brought up your pride is already tender?
e. To improve taste, what must be
3. Can you recognize the signature at the added to the mixture?
end of this letter? Discuss further. Discuss also
a. own up b. point out following directions in prescriptions.
c. brush off d. make out
6. Fixing Skills: Listen to the
3. Motivation: following instructions. Follow
What should you do if you do not what is asked to do.
know the procedures on how to cook
spaghetti? 1. Draw a big circle.
2. Draw two smaller circles side
by side a bit higher than the big
4. Presentation: circle.
Life in a way is similar to cooking. If 3. Draw a small triangle below
we put the right ingredients, and follow the two small circles.
the procedure correctly, we will have a 4. Put an oblong below the small
beautiful and fruitful life. triangle.
Have the pupils read the Recipe for 5. Put two curve lines opposite
Daily Life below. each at the outer side of the big
circle.
Recipe for Daily Life 6. What did you draw?

Ingredients:
1 kilo of FAITH
4 cups of LOVE
1 tsp. of PRIDE
4 slices of CHARITY
500 gms. of KNOWLEDGE
5 tbsps. of UNDERSTANDING
3 tbsps. of FORGIVENESS
1 tsp of CARING
500 gms. of WISDOM
Procedure: Put your 1 kilo of faith
in briskly boiling 4 cups of love. Simmer
for an hour. Add your 1 tsp. of pride,
boil until tender. Then add your 4 slices
of charity, 500 gms. of wisdom, 500
gms. of knowledge, and 5 tbsps. of
understanding. Add 3 tbsps. of
forgiveness and mix well until blended.
Add 1 tsp. of caring to taste. Makes 2
servings. Then store it in your heart and
serve it to your nation, especially to
GOD.
7. GENERALIZATION:
In baking or in any other
forms of cooking, what
must one do to come up with delicious
meals?
8. APPLICATION:
A. To prepare Philippine fruit
cocktail, you have to follow the following
steps. Number the sentences 1 6 to show
the steps.
_____ Boil the saba bananas.
_____ Boil the syrup and add the frits,
stirring carefully.
_____ Cook the kaong aand nata de
coco.
_____ Wash all the fruits and peel them.
_____ Prepare syrup enough to cover the
fruits and add teaspoon
calamansi juice.
_____ Cut fruits into 1 centimeter cubes.

5. Discussion: B. Follow the directions below. Do this

on a piece of cartolina/manila paper.
a. What should you do after adding 3
tbsps. of forgiveness? 1. First draw a big circle in the box.
b. For how long would you let your 2. Second, write a capital A at the center
pride simmer? How would you know If of the circle.
its already done? 3. Third, draw a small diamond below
c. How many servings will each letter A.
recipe make?

39
 4. Fourth, draw two small circles with
spaces between them just above the
letter A.
5. Fifth, draw two small triangles, one
attached to the right part of the big circle
and the other attached to the left.
What figure did you make?
GLR: 1. Enjoys listening to a story
CT: 2. Answers questions from the story
listened to.
GOLD: 3. Change questions into
statements.
TS: 4. Give the details that support the
big idea.

IV. EVALUATION II. SUBJECT MATTER:

TS: Read the following
sentences then follow GLR: The Power of Words
the instructions given: GOLD: Changing Questions into
Statements
1. Write the past form of the verb in this TS: Distinguishing Changes in
sentence. Meaning of Sentence Caused by Stress
2. Place a cross mark (x) over the eight Reference: 2002 Basic Education
word in this sentence. Then draw a Curriculum
square and write that word inside the PELC Speaking 3. 3.1; PELC Reading 2.
square. New Dynamic Series in English p. 25
3. One of the words below ends with the Readings and Communication Skills in
sixth letter of the alphabet. Draw a line English p.35 - 37
across the word.
a. below b. with Materials: strips of cartolina, index card
c. letter d. thief
4. f I have a large box with 3 small boxes III. PROCEDURE:
in it and 5 very small boxes in each box, GLR (Genuine Love for Reading)
how many boxes are there in all? A. Pre-reading Activities:
_______
5. Put an (X) over the second letter of the 1. Drill: Pronunciation drill:
word that is rat spells backward. Have the pupils recite the tongue
1. tar 2. rta twister:
3. atr 4. tra
A maid with a duster made a
V. ASSIGNMENT: furious bluster dusting a bust in the
GOLD: A. Change the following hall,
statements into questions: Only to find when the bust was
dusted, the bust was busted, the bust
1. A path leads from the clearing. was the dust!
2. Collection and sale of corals destroy
the habitat of many sea animals.
3. The baby turtles hatched in the sand. 2. Motivation:
4. Mary accepted her role as Gods How do words help people?
mother without question.
5. My story beginning provokes interest. 3. Unlocking of Difficulties:
Complete the puzzle with the
B.TS: Direction: meaning below.
1. Make a diagram showing your
5
residence from your school. Write the streets
you will pass and write your address on the
spot where you will find your house. M

1 R 7

LESSON # 9 6 X 8

2 M T
I. OBJECTIVES:
U
3 S Y 4 A
40

R S
ACROSS:
1. to pardon
2. showing disrespect
3. to demolish; to ruin
4. to cure; to mend
DOWN:
5. to soothe in distress
6. strength
7. to utter; to represent
8. flaw; defect
Have them choose the answer from the
given words:
1. forgive
2. comfort
3. contempt
4. heal
5. express
6. fault
7. destroy
8. power
4. Motive Question:
What can we do to avoid uttering
unwholesome expressions?
B. During Reading Activities:
1. Have the pupils listen to the story. Let
them take down important details about the
story.
THE POWER OF WORDS
Dont let unwholesome talk come
out of your mouths, but only what is helpful
for building others up (Eph. 4:29)
One destroys a person (himself
included) every time he says, Ill get even
with him! or I cannot forgive him! or
Mine is mine alone! Yes, one destroys a
person and himself every time he says words
that express contempt.
On the contrary, one builds a person
every time he says, Im sorry, it was my
fault. One builds a person every time he
says, I love you or May I help you?
Yes, one builds a person every time he
expresses words that comfort and heal the
soul.
-Adapted
C. Post Reading Activities:
1. Answering the motive question:
What can we do to avoid uttering
unwholesome expressions?
T
CT (Critical Thinking)
B. Comprehension Check:
1. What is the selection all about?
2. What are the unwholesome
expressions in the passage? What
do they do to a person?
3. What are the wholesome
expressions in the passage? What
do they do to a person?
4. Do the unwholesome expressions
affect the speaker, too? Why? Why
not?
C. Engagement Activities:
GROUP 1: DRAW ME!!
How will a person look like if
unwholesome expressions will be given to
him?.
GROUP 2: LIGHTS, CAMERA, ACTION!
Prepare a skit showing appropriate
expression in any of the following scenario:
a. How to reject or refuse
b. How to disagree
GROUP 3: WRITE A LETTER
1. Do you think that unwholesome
expressions help a person? Explain
your answer through a letter to a
friend.
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
Allow the pupils to perform their task
under time limit.
GOLD (Grammar Oral,
Language Development)
1. Drill: Pronunciation drill:
Have the pupils read the following
verse:
A good baker bakes good cookies.
If a good baker bakes good cookies,
How many good cookies
Can a good baker bake?
41
 2. Review: Checking of assignment.
Change the following statements into
question:
1. The victim begged the robbers to spare
his life.
2. The explorers were attacked by hostile
natives.
3. I showed my passport to the immigrant
officer.
4. He wants to be an archaeologist
someday.
5. The pupil was punished for his
insolent behavior.
3. Motivation:
What does technology do to people
now a day? How does it help us
especially the artists?
5. Presentation:
Have the pupils read the paragraph.
Technology means the new tools that
people develop to make their jobs and lives
easier. Artists use tools in their work. These
tolls change overtime. Writers, for example,
started with quill pens, then fountain pens,
before moving on typewriters. Now, most
writers use computers. The tolls that painters
use have also changed and in some cases
improved.
6. Discussion:
What are the tools used by the writers to
write their stories?
What other tools are shown in the
selection?
Have the pupils read the following
sentences:
1. Do artists use tools in their work?
2. Artists use tools in their work.
B. 1. Does technology mean the new tools
that people develop to make their
jobs and lives easier?
2. Technology means the new tools that
people develop to make their jobs
and lives easier.
C. 1. Did writers start with quill pens?
2. Writers started with quill pens.
What are the interrogative/questions in
the given sentences?
How is interrogative sentence A # 1
changed into declarative sentence? (Do the
same questioning for sentence B & C # 1)
Discuss further. (You may use the
information given in generalization)
7. Fixing Skills:
Direction: Change the following
questions into statements.
1. Does father join tennis
tournaments regularly?
2. Is winning a tournament exciting?
2. Did the boy tear a hole in his new
jacket?
3. Did Nancy throw a cover over the
animal cage and ran out?
4. Do some guests prefer
swimming?
8. GENERALIZATION:
How do we change question into
statement?
To change question into
statement, invert the position of the
subject and the first word in the
verb phrase in the question.
Ex. Are the blue whales the largest
animals in existence? (Q)
The blue whales are the largest
animals in existence. (S)
If the question starts with do or
does, the statement uses the simple
tense, as in the example below,
depending on the number of the
subject.
Ex. (Q) Do butterflies love and enjoy
sunshine as they alight on flowers
with wings erect?
S) Butterflies love and enjoy
sunshine as they alight on flowers
with wings erect.
Ex. (Q) Does the dainty butterfly seek
and like unpleasant odor,
especially of decaying matter?
(S) The dainty butterfly seeks and
likes unpleasant odor, especially of
decaying matter.
If the question starts with did,
the statement uses the simple
past tense.
Ex. (Q) Did the rain fall all day,
creating big puddles of water on the
roads?
(S) The rain fell all day, creating
big puddles of water on the roads?
42
 3. Is Betty absent?
9. Application: 4. Can he swim?
Divide the class into four groups. 5. Did you work in a car park last
Have them perform the tasks assigned to year?
them.
GROUP 1:
Transform the following questions
TS (Transfer Stage)
into statements. 1. Drill: Pronunciation drill:
1. Do many small creatures scamper Have the pupils read the
among the three? following words:
2. Did Ivy run across the wooded land? Voices th vs d
3. Does a walrus move fast in water?
they day
4. Is Belinda from Mindanao?
then den
thy die
there dare
those doze
GROUP 2: though dough
Transform the following questions seethe seed
into statement: breathe breed
1. Should Allan see the doctor now?
2. Has Jazzer been hooked on anime
programs lately? Voice th and d in Phrases
3. Is Marlon leaving tonight for Canada.
4. Are they going to present their report Their days dine with thee
on Monday? They dare gather the seeds
Those dozes bathed in bath
These ds though the dough
GROUP 3:
Change the following questions into
statements: 2. Review: Checking of the
1. Did Chester practice with the choir this assignment.
morning? Have the pupils identify the
2. Do children hear the mass every main idea in the paragraph.
morning?
3. Does Joyce write to her pen pal once
a month? Mary Frances loves to watch
4. Are Precious and Lei listening to their movies. She even has DVD collection of
favorite music? her favorite movies. On weekends, her
5. Does Laurence bike around the parents take her to the mall to see a
neighborhood? movie. She is fond of comedy and horror
films.
GROUP IV:
Transform the following statements 3. Motivation:
into questions: Have the pupils give examples for
1. Do Mercy and Rosa dig for dirt in the
empty lot? the following nouns. (You can make
2. Does everyone pitch in to help clean this a sort of game.)
the lot?
3. Do warm blooded animals produce Name of the Game: Give Me
milk to feed their young. The teacher will ask the pupils
4. Has the whale a hole for breathing
on the top of its head. to give her a particular name of the
5. Is the sperm whale the only giant person/place/or things/ that she
among the toothed whales? will provide.

1. Give me 5 names of planets in the

IV. EVALUATION solar system.
A. GOLD: Change the 2. Give me 5 names of
following questions body parts.
into statements: 3. Give me 5 names of
Asian countries.
1. Do you work in school?
2. Does Jillian work in a bank? 4. Presentation:

43
 Study the ideas inside the box and
determine which ones are big ideas and
which ones are small ideas.
relative transport Body trees Philip
Mars Camia Earth ation parts pine
Jasmine Planets Jupiter Provi
Dama de Noche Venus nces
Flowers Ilang-ilang
1. 6. 11. 16. 21.
2. 7. 12. 17. 22.
5. Discussion: 3. 8. 13. 18. 23.
What are the big ideas in the given 4. 9. 14. 19. 24.
small ideas? 5. 10. 15. 20. 25.
What is a main idea?
What are supporting details?
What do supporting details give
about the main idea? IV. EVALUATION:
Discuss further. B. TS: Direction: Identify the main idea
and the supporting details in the
6. Fixing Skills: selection given:
Independent Practice:
Identify the main idea in the 1. Sleeping is a good way to rest.
selection and give the details that support When you sleep, your muscles relax.
the main idea. Your bodily functions slow down.
Your heart beats a little slower it
1. Filipinos are ready to help one another odes not work so much. You feel
especially in times of need. They help refreshed after sleeping.
one another in building houses. They
help one another when there are 2. Clay can be made into many things. It
calamities like floods, earthquakes and can be made into vases, jars, and
volcanic eruptions. Filipinos are very cooking pots. It can be made into
helpful people. plates, saucers and cups. It can also be
made into figures of people, plants and
Main Idea: animals.
___________________________________
___________________________________ V. Assignment:
______________ GOLD: Change the following
Supporting Details: questions into statements:
___________________________________
___________________________________ 1. Are crabs experts at disguise?
___________________________________ 2. Do collection and sale of corals
___________________________________ destroy the habitat of many sea
________ animals?
3. Did the baby turtles hatch in the
GENERALIZATION: sand?
What are supporting details? 4. Has human and industrial waste
What do supporting details give about been dumped in the sea for years?
the main idea? 5. Does my story beginning provoke
interest?
8. APPLICATION:
Classify the small ideas inside the box
under the big ideas in the chart below.

Ipil-ipil Cebu head

LESSON # 10
Bacolod uncle mangrove
Neck Batangas Davao I. OBJECTIVES:
Airplane calesa hands
Sister acacia jeepney GLR: 1. Enjoy listening to a story
Boat legs mother
Arms Pampanga narra
Coconut cousin ship
Father Mindoro motorcycle
44
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use tag questions.
TS: 4. Note significant details in a
selections listened to setting, main
and secondary characters, climax,
and ending of the story.
II. SUBJECT MATTER:
GLR: The Old Woman and the Physician
GOLD: Tag Questions
TS: Noting significant details in a
selection.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 3. 3.2; PELC Reading 3
Phoenix 21st Century English 6 p. 153.
Materials: strips of cartolina, index cards
III. PROCEDURE:
A. GLR (Genuine Love for Reading)
1. Drill: Pronunciation drill:
Have the pupils recite the tongue
twister:
A maid with a duster made a furious
bluster dusting a bust in the hall,
Only to find when the bust was
dusted, the bust was busted, the bust
was the dust!
2. Motivation:
Who helps cure our illness?
What does a physician do to us?
3. Unlocking of Difficulties:
Fill in the blanks with the word that
best completes each sentence. Choose your
answer from the words inside the box.
reward neglect of
ransacked intention
restored
3. The old woman called an eye doctor and
promised him big _____.
4. The physician treated the old ladys eyes
from time to time without the ____ of
curing her immediately.
5. When the old woman recovered her
eyesight, she realized that her house had
been _____.
6. The doctor accused the old woman of
____ payment.
45
7. The old woman promised to reward
the physician of he ____ her eyesight.
10. Motive Question:
What did the old woman promise to
the doctor if he could cure her
ailment?
B. During Reading Activities:
1. Have the pupils listen to
the story. Let them take down
important details about the story.
THE OLD WOMAN AND THE
PHYSICIAN
An old woman, who had become blind,
called in a physician and promised him
before many people that she would reward
him most generously if he could restore
her eyesight. However, he was to receive
nothing if he did not cure her blindness.
Upon agreeing to these conditions, the
physician treated the old ladys eyes from
time to time without the intention to make
much progress.
In the meantime, he succeeded in
carrying off all her goods little by little.
After a few weeks, he finally set about his
task in earnest and cured her, whereupon
he requested his reward. But, when the old
woman recovered her eyesight, she saw
that her house had been ransacked and
continually put off the physician with
excuses whenever he demanded payment.
Consequently, he had her
summoned before the judges of the court
and charged with neglect of payment. In
her defense, she said, What this man says
is true enough. I promised to reward him if
he restored my sight and give him nothing
if he did not. He now maintains that I am
cured, but I say just the opposite. When I
was first struck by my disease, I could still
see all sorts of my furniture and goods in
my house. But now, even though he asserts
that he has restored my eyesight, I cannot
see even a tiny trace of my furniture or my
other possessions.
-Adapted from Aesops Fables
by Jack Zipes
C. Post Reading Activities:
1. Answering the motive question:
What did the old woman promise
to the doctor if he could cure her
ailment?
CT (Critical Thinking)
 A. Comprehension Check: Have the pupils read the following
words correctly: You may use these words
1. What was the old woman in spelling.
suffering from? committee occasion
2. What did the doctor do after appetizer community
every treatment? necessity arrangement
3. Divide the class into four groups. assembly pattern
Have them perform the task assigned billboard accommodate
to them. occurrence disappear

B. Engagement Activities: 2. Review: Checking of assignment.

1. What did the physician do when he
failed to get the payment for his
service? Group 1, present your
work.
2. How did the old woman defend her
side? Group 2, present your work.
3. Do you think that the old womans
defense was right? Explain.
4. What is the moral of the story?
GROUP 1: DRAW ME
What did the physician do when he
failed to get the payment for his service?
Present your answer through a poster.
GROUP 2: LIGHTS, CAMERA, ACTION!
How did the old woman defend her
side?
Make a script and dramatize it to your
GROUP 3: WRITE A LETTER
2. Do you think that the old womans
defense was right? Explain.
Pretend that you are the old woman
and you are going to write your answer
through a letter.
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
Allow the pupils to perform their task
under time limit.
Have them comment on each groups
presentation.
GOLD (Grammar Oral,
Language, Development)
1. Drill: Pronunciation drill:
Change the following questions into
statements:
1. Are crabs experts at disguise?
2. Do collection and sale of corals
destroy the habitat of many sea
animals?
3. Did the baby turtles hatch in the
sand?
4. Has human and industrial waste
been dumped in the sea for years?
5. Does my story beginning provoke
interest?
3. Motivation:
Have you been a class officer
before?
4. Presentation:
Have the pupils read the following
questions:
You have been a class officer before,
havent you?
You are willing to be a class officer,
arent you?
You would like to be a Press Relations
Officer, wouldnt you?
You havent been a class officer, have
you?
You arent willing to be a class officer,
are you?
You wouldnt like to be a Press
Relations Officer, would you?
Marlon goes to church every Sunday,
doesnt he?
The children play at the park, dont
they?
Sherwin caught a fish yesterday, didnt
he?
5. Discussion:
What do you notice of the question
above?

46
 How many parts do the questions
have?
What is the first part? What is the
second part?
How do we call the question part at the
end of the statement?
Discuss further. You may use the
information given in the generalization
under Remember for the discussion of
the topic.
8.
6. Fixing Skills:
A. Give the missing parts of these tag
questions:
1. Karl is the head of the group, _____?
2. He hasnt applied for a job, ______?
3. Some children cant read aloud,
____?
4. We will attend the meeting, ______?
5. I have the highest score, ________?
B. Tell whether the question tags are
right or wrong.
____ 1. Filipinos are creative, arent
they?
____ 2. They can be great artists, cant
they?
____ 3. Science is fascinating, is it?
____ 4. There are no plants in the
moon, arent there?
____ 5. Susan is an artist, isnt he?
7. GENERALIZATION:
What are tag questions?
When do we use tag
questions?
REMEMBER:
Tag questions are used when the
speaker wants the hearer to agree with
him/her or confirm something. A rising
intonation on the tag question implies that
he or she is not certain.
Tag Questions are questions with
two parts. The first part is a statement
followed by a question part. Tag questions
can be stated in two ways. If the statement is
affirmative, the question tag is negative. If
the statement part is negative, the question
tag is affirmative. The auxiliary is followed
by the appropriate subject pronoun.
The following auxiliaries can be
used:
am have can shall should
47
is has could will might
are had may was were
must
In cases that no auxiliary is present,
do and does are used for the simple
present depending on the number of
subject and did for the simple past.
Application:
Divide the class into four groups.
Have them perform the task assigned
to each.
GROUP 1:
Supply the missing tag questions.(Use a
balloon)
1. Those slippers are yours, ________?
2. My prayer was answered, _____?
3. Vincent isnt complaining, ____?
4. The boys didnt lose hope, ____?
5. People should continue asking help
from God, ______?
GROUP 2:
Complete the following tag questions with did
and didnt.
1. The girls danced very well, ____?
2. Aurefe wore a beautiful dress, ____?
3. The play did not last long, _____?
4. Salie sang the song sweetly, ____?
5. The boys didnt help at all, _____?
GROUP 3:
Rewrite these sentences with tag question
to express past time.
1. Mrs. Francisco teaches music,
doesnt she?
2. We memorize poems in class,
dont we?
3. Myra writes stories, doesnt she?
4. I tell you interesting stories, dont
I?
5. The principal sees everything fairly,
GROUP 4:
Add the appropriate tag questions to each
statement.
1. The Badjaos are sea dwellers,
______?
2. Christian recited very well, _____?
3. Narra is our national tree, _____?
4. Not all stories are interesting,
____?
5. Math is a challenging subject,
_____?
 IV. EVALUATION:
GOLD: Direction: Add the appropriate tag
questions to each statement:
1. You are making cartoon strips of
outstanding woman, _____?
2. You mustnt forget St. Joan of Arc,
_____?
3. Sherwin and Karl are brothers,
_____?
4. Plants need water, ______?
5. Toys and candies catch the attention
of the child, ______?
TS (Transfer Stage)
1. Drill: Pronunciation drill:
Have the pupils read the
following pair of words:
tin thin tank thank
true through tie thigh
taught thought team theme
tick thick torn thorn
temple thimble
2. Review: Checking of assignment.
3. Motivation: How do you return good
things given to you?
4. Presentation: Have the pupils read the
paragraph given then answer the
questions that followed.
The Dove and the Ant
An ant once fell from the edge of a
brook in a forest when a dove stepped on it
to drink. The ant floated helplessly, for to it,
the little brook was an ocean. The dove saw
the poor ant and so she took a blade of
grass and threw it towards the ant. The ant
drifted ashore on the leaf.
One day, a hunter happened to pass by.
Seeing the pretty dove, he set his gun and
aimed at the dove. The timely bite of the ant
on his heel saved the dove from death.
The dove flew away safely as the ant
looked happily.
5. Discussion:
Have the pupils answer the following
questions:
48
1. What is the title of the story?
2. Where did the story happen?
3. Who are the characters in the
story?
4. What are the two most important
events that happened in the story?
5. What is the ending of the story?
6. Generalization:
What are the
important elements of
the story?
REMEMBER:
A good reader is skilled in noting
details and also in selecting details relevant
to the main idea. Details usually answer the
questions that begin with who, what, when,
where and why.
Noting details is determining and
identifying the specific parts of a story or
selection. To do this, you should be able to
identify the important elements of a story:
title; characters (primary and secondary);
setting; important events (climax); and the
ending.
7. Application:
Read the story carefully. Then,
answer the questions that follow.
The Learned Son
A son once returned from the city
to his father, who lived in the country.
Were moving today, said the
Father. Take a rake and come and
help me.
But the son was so lazy and did not
want to work, so he said, Im a
scholar and I have forgotten all those
peasant words. What is a rake?
As we walked across the yard, he
stepped on a rake that was lying in his
way, and it struck him on the forehead.
He suddenly seemed to recall what a
rake was and, clutching his head, he
cried, What fool left a rake lying
here?
Write the answers on the shirts
hanging on the clothesline. (Provide 5
 shirts for the answers to the given
questions.)
3. What word did the son forget?
4. Where did the son come from?
5. How did the son recall the word?
6. Why doesnt the son want to work?
7. What were the father and the son
suppose to do that day?
IV. EVALUATION:
TS. Read the given short news article.
Then answer the questions that follow.
Armed robbers broke into the
Equitable Trust Bank in Calapan City
yesterday. The security guard was shot
dead while a bystander was wounded
in the chest. A witness told
investigators that four armed men
entered the bank while four others
acted as look-outs. They got away in a
red Toyota Corolla with four million
pesos in cash.
1. Who broke into the Equitable Trust
Bank?
2. Where is the bank located?
3. How many men entered the bank?
4. Who was killed by the bank robbers?
5. How much money were the robbers able
to get?
6. What getaway car did they use?
V. ASSIGNMENT:
A. GOLD: Supply the missing tag
question:
1. She opened and closed the box
repeatedly, ______?
2. Carol and Noel left for Pampanga early
in the morning, _______?
3. Adjectives and adverbs are modifiers,
_____?
4. I love reading magazines, _____?
5. The Filipinos elect their president,
______?
B. TS. Read the paragraph. Then answer
the given questions:
Planets are bodies in space which are
not luminous. In the solar system, there are
nine planets that revolve around the sun.
The planet nearest to the sun is Mercury,
while the farthest is Pluto (which is
49
considered now as dwarf planet and no
longer part of the solar system). Pluto is
the smallest planet and the largest is the
Jupiter. Earth, the third planet from the
sun, is the only planet where life exists.
1. What are planets?
2. How many planets are there in the
solar system?
3. Where do the planets revolve
around?
4. What is the smallest planet and the
farthest from the sun?
5. Which of these planets is the
largest?
LESSON # 11
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Give commands and requests.
TS: 4. Give the main idea that is
explicit or implied.
II. SUBJECT MATTER:
GLR: Latona and the Frogs
GOLD: Giving Commands and Requests
TS: Giving the main idea that is
explicit or implied.
Reference: 2002 BEC Handbook in
English PELC Speaking 3. 3.2; PELC
Reading 4.1
New Dynamic Series in English 6 p. 67
English for All Times Lang. p 14 - 23
Materials: strips of cartolina, index cards,
pictures for the activities
III. Procedure:
GLR (Genuine Love for Reading)
A. Pre reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following;
Three gray greedy geese,
Feeding on a weedy piece,
The piece was weedy
The geese were greedy,
Three gray greedy geese.
 2. Motivation:
What are the things that you can
share with others?
3. Unlocking of Difficulties:
Have the pupils identify the
meaning of the following words by
arranging the scrambled letters.
faint alpe
greedy hnrguy
threaten bluly
pleaded bge
hasten hrury
4. Motive Question:
What favor did Latona ask of
the men beside the lake?
B. During Reading Activities:
Have the pupils listen to the story.
Let them take down important details
about the story.
LATONA AND THE FROGS
An old story is told of a Greek goddess
whose name was Latona. Once, when the
hot sun was shining fiercely upon the fields,
Latona went traveling through the land with
her two young children. The day grew
warmer and warmer, and at last, all three
were weary and faint from the heat, and
their throats were dry with thirst. The
children cried for water, and Latona
comforted them as well as she could, saying
that surely they should soon come to a
stream of fresh cold water, where they could
drink and rest.
And sure enough, before too long, they
saw in a green valley ahead of them a
beautiful lake sparkling in the light. They
hastened forward, happy to know that they
would soon wet their dry throats and rest
from the heat. But as they neared the water,
some rude countrymen, who were gathering
bushes from the banks of the lake, looked up
and saw the thirsty travelers. These
countrymen were so greedy that they did not
wish to share anything good with strangers,
not even anything as plentiful as the water
in the lake. As Latona and her two children
knelt down at the waters edge to drink from
the sparkling lake, the rude men rushed up
to them crying in loud hoarse voices: Go
away! Go away!
The travelers raised their pale, weary
faces and Latona said: Why do you deny
50
us water? Water is free to everyone, like
the sunshine, the air and the sky.
But the rude men raised their arms
threateningly and still cried harshly: Go
away! Go away!
We do no harm to you here,
pleaded Latona. We do not ask to bathe
our weary bodies in the lake. We ask only
to cool our parched throats with a drink.
No, no, shouted the cruel men.
Go away! Go away!
Only look at these fainting
children, Latone begged them. See, they
stretch out their little arms toward the
water. Their throats are so dry that they
cannot cry out. A drink will mean life to
them.
But the men, far from pitying the
poor children, jumped into the margin of
the lake and stirred up the soil from the
bottom with their feet till the water was
too muddy for the thirstiest traveler to
drink. Then Latona in her great anger
forgot her thirst and the misery of her
children. She remembered that she was a
powerful goddess. Lifting up her hands to
heaven, she cried out, Live you forever in
that muddy pool!
At once, a strange change took
place in the forms of the rude men. Their
jaws grew wide, their necks disappeared,
their backs turned green, and as new-
made frogs, they went on jumping about in
the muddy water.
And its still their delight to live in
water, sometimes with their bodies entirely
under the surface, sometimes with their
heads above, sometimes swimming about,
above, or below the surface. And often,
they sit upon the bank, basking in the sun,
till with mighty leap they plunge again
into the water and stir up the mud at the
bottom of the pool. And even now, their
voices are hoarse, their throats swell up,
their mouths are wide when they cry out in
their quarrelsome tones! Go away! Go
away!
-An Adaptation
Post Reading Activities:
1. Answering the motive question:
What favor did Latona ask of
the men beside the lake?
2. Comprehension Check:
Have the pupils answer the
following questions:
a. Who is Latona?
b. There are many words in the story that tomorrow accommodation
best describe those men beside the lake. beginning narrate
How will you describe those men in the
lake? What do these words have in
c. Do you think Latona was right to punish common?
them? Complete the word with the correct
d. What was the punishment of Latona to double consonants:
those men in the river? Group 2, present
your work. 1. begi__ing (opposite of ending)
e. What would you do if you meet people 2. na__ate (as in tell a story)
like those men and they do to you what 3. ba__io (synonymous to village)
they did to Latona? What punishment 4. mi__le (in between)
would you think is fitting for them? 5. fe__ow (a companion, a mate)
Group 1, present your work. 6. tomo__ow (the day after today)
f. What characteristics of frogs suggest the 7. di__atisfied (not satisfied)
acts of the rude men? Explain your 8. co__unity (as in group of
answer through a letter. Group 3, present people)
your work. 9. ha__y (opposite of lonely)
g. What is the moral lesson of the story? 10. rea__y (as in truly, certainly)
Group 4, present your work.
C. Engagement Activities: 2. Motivation:
Have the pupils play a game. Have
GROUP 1: LIGHTS, CAMERA, ACTION them guess the word by answering the
clues or meanings given. If one group
What would you do if you meet people commits an error, a consequence can be
like those men and they do to you what given by the other group. (Group
they did to Latona? What punishment Activity)
would you think is fitting for them? Make a
script and be ready to act it out.
a. R__ __ __ A four
letter word that means a contest.
GROUP 2: DRAW ME (RACE)
b. __ __ Y A three
What was the punishment given by letter word that mean shed tears.
Latona to these men? Draw your answer to
the question.
(CRY)
c. __ O __ A three
letter word that means this instant.
GROUP 3: WRITE ME A LETTER (NOW)
What characteristics of frogs suggest d. D __ __ __ A four
the acts of the rude men? Explain your letter word that means a singing
answer through expressing your feelings in
a letter. partners. (DUET)
e. F __ __ A three
GROUP 4: SING ME A SONG letter word that means not close.
(FAR)
Identify the lesson in the story and
compose a song that tells the lesson. 3. Presentation:
Prepare to sing your song to the class. Have the pupils read the following sets
of sentences.
A
1. Speak up
GOLD (Grammar, Oral, 2. Get a glass of water.
Language Development) 3. Stand up.
4. Wait.
1. Drill: Pronunciation drill: 5. Carry my luggage.
Have the pupils read the following B
words: 1. Please speak up.
committee possess 2. Kindly get a glass of water.
really possibility 3. Please stand up.
succession appreciation 4. Can you wait?

51
 5. Please carry my luggage.

4. Discussion:
Which set of sentences express
requests?
Which set of sentences express
commands?
What polite expressions are used in
the requests?
Do the commands appear
incomplete? GROUP 2:
Do they make sense? Study the pictures given. Give five
Discuss further. (You can use the commands and five requests about the
information given under Generalization) scenes given.

Fixing Skills: GROUP 3:

Change the following command into
Have the pupils identify whether the request.
following sentences is in the form of
1. Be careful while Im away.
command or request. 2. Turn off the television when the
2. Get up and sell these rice cakes. program is over.
3. Please read the given sentence. 3. Replace the broken chair.
4. Kindly open your book now. 4. Talk to her now.
5. Could you clean your room? 5. Catch
GROUP 4: me if you can.
6. Unload my groceries. Write a command or request that you
7. Give me a glass of juice. might give in the following situations:
8. Please open the door. There is
1. A woman carrying a heavy basket.
somebody out there. 2. Mother cooking supper.
9. Give me a break. 3. Father planting vegetables.
10. Will you go with me to the 4. Withering plants in the garden
supermarket? 5. Sherwin sweeping the floor.
11. Please open the box for me.

. GENERALIZATION: IV. EVALUATION:

What is a command? A. GOLD. Direction: Give
What is a request? a command or request for the given
situation:

REMEMBER: It was 6:30 in the evening. The

A sentence that tells someone to do electric lights in the neighborhood
something is called a command. It ends with
suddenly went out. Paul and Baden
a period. It begins with imperative verb.
were watching the television. Hans
A sentence that tells someone to do was in the yard talking to some of his
something using the expression please or friends. The baby was sleeping in the
wont you at the beginning or ending of the room upstairs. Mother was cooking
sentence is called a request.
something in the kitchen. What will
Commands or requests end with a Mother tell her children to do?
period or questions mark. They may be one-
word or two-word or one or more sentences. TS (Transfer Stage)
1. Drill: Pronunciation drill:
Have the pupils read the
following words:
7. GROUP 1:
APPLICATION:
Have the appropriate
Supply the pupils perform
sentence inthe Voices th vs d
different activities
the following dialog. given. they day
then den
Allyson: (commands Jazzer to turn on the thy die
television.)
there dare
Jazzer: (request Allyson to open the can of
juice for him.)
Allyson: (strongly tells Jazzer to look for her
missing doll) 52
Jazzer: (with humility asks Allyson to pray
for his sick friend.)
 those doze Our world is completely different
though dough from that of our great-grandparents! Ours
seethe seed is more pleasant and comfortable because
breathe breed of scientific discoveries and inventions,
but it is more complex too. Theirs was not
Voice th and d in Phrases very comfortable and easy but it was very
simple one.
Their days dine with thee Our great-grandparents had no
They dare gather the seeds movies or radio sets, but theirs was a life
Those dozes bathed in bath of peace and quiet. Our grandmother had
These ds though the dough no electric stoves. Hers was only a clay
stove, but she cooked good meals in it.
2. Review: Checking of the Our grandfather had no tractor and
assignment. modern farming tools. His were only the
plow and the carabao, but he did all
Have the pupils identify the main right.
idea in the paragraph. Now, we have electric stoves,
refrigerators and electric fans but the
Mary Frances loves to watch problem of earning enough to pay for
movies. She even has DVD collection of her them is ours. Now, we have radio, movie
favorite movies. On weekends, her parents and TV sets, but ours is difficulty of not
take her to the mall to see a movie. She is having enough time for all of these.
fond of comedy and horror films. Sometimes, I wonder. Which life is
better - our great-grandparents or ours?
3. Motivation: Do you also wonder if yours is a better life
Crossword Puzzle than your grandparents?
Adapted from:
ACROSS DOWN Harnessing English Arts Today p. 102

1. not simple 1. clear in text 5. Discussion:

2. long time ago 2. at this What does paragraph 1 says?
time Paragraph 2? Paragraph 3? Paragraph 4?
3. suggested idea 3. desire to know
Are all the paragraphs have the
Answers: topic sentence that tells the whole message
1. complex 1. explicit of the writer?
2. past 2. now
What is a main idea?
3. implied 3. wonder
What are supporting details?
1 1 What do supporting details give about
the main idea?
3
Discuss further.
2

6. Fixing Skills:
Independent Practice:
3
Identify the main idea in the
2
selection and give the details that support
the main idea.

1. Filipinos are ready to help one another

especially in times of need. They help
one another in building houses. They
4. Presentation help one another when there are
Have the pupils read the given calamities like floods, earthquakes
paragraph. and volcanic eruptions. Filipinos are
very helpful people.
Then and Now
Main Idea:
__________________________________

53
 ___________________________________
_______________
Supporting Details:
___________________________________
___________________________________
___________________________________
___________________________________
________
GENERALIZATION:
What are supporting
details?
What do supporting details
give about the main idea?
(Main idea of a paragraph tells us
what the paragraph is all about. It may be
stated in the paragraph or explicit and it
may not be stated or implied)
8. APPLICATION:
What main idea do the following
paragraphs imply? Underline the right
word in the parenthesis.
1. Sgt. Cruzado was about to enter his
tent when he saw one of his comrades
lying flat near his post. He quickly
reached him. He asked for water and
he gave him his reserve water.
(merciful, forgiving, brave, friendly)
2. A young soldier volunteered to walk
ahead of the troop to check if the way
was safe to pass through. When he
spotted a troop of enemies, he quickly
made a signal to pass other way and
they reach their camp safely.
(merciful, kind, forgiving, brave)
3. A soldier carried to safety a wounded
companion through continuous firing from
the enemies.
(merciful, brave, sacrificing,
reckless)
2. Activity 2
Choose the main idea of the following
paragraphs. Put a check before the right
sentence.
1. Plant pests and disease are the worst
enemies of cultivated crops for food and
seed production. Municipal pest control
54
officers may be consulted as soon as
these pests and diseases are observed
in the farm. For more protection, clean
cultural practices should be observed.
Removing and destroying all possible
breeding places of plant pests and
diseases around the vicinity of the
garden is suggested.
Municipal pest control officers
may be consulted about pests.
_______Plant pests and diseases are the
worst enemies of cultivated
crops.
_______Plants pests and diseases need to
be controlled.
2. Soil is very important to plants. Plants
depend heavily on the soil for root
anchorage and for essential nutrients
such as nitrogen, phosphorous and
potash. They also depend upon the soil
for water and other mineral nutrients
Plants depend heavily in soil.
Soil has nutrients needed by plants.
Soil is very important to plants.
3. Many farm crops are very specific in
their temperature requirements.
Examples are melons, squash, sweet
potatoes and beans. They grow best in
warm temperatures. Slight rain can
destroy them. Pechay, mustard,
Kangkong, and radish, on the other
hand, grow well during summer and
can also withstand rain.
Many farm crops are very specific
in their temperature
requirements.
Plants can grow in warm
temperature.
Slight rain can destroy plants.
IV. EVALUATION:
B. TS: Direction: Identify the main idea
and the supporting details in the
selection given:
1. Sleeping is a good way to rest.
When you sleep, your muscles relax.
Your bodily functions slow down.
Your heart beats a little slower it
odes not work so much. You feel
refreshed after sleeping.
4. Clay can be made into many things. GLR (Genuine Love for Reading)
It can be made into vases, jars, and A. Pre-reading Activities
cooking pots. It can be made into plates, Drill: Pronunciation drill
saucers and cups. It can also be made Have the pupils recite the
into figures of people, plants and following verse:
animals. Amidst the mists and coldest frosts,
With barest wrists and stoutest
V. ASSIGNMENT: boasts,
A. Give a command or request for He thrusts his fists against the
the following situation: posts,
And still insists he sees the ghosts.
1. Faye was left alone in the house with
Adriel, his younger brother. Her baby sister 2. Motivation:
was asleep so she started cleaning up the What do monkeys love to eat?
kitchen and at the same time boiling the
water for her baby sisters milk. Adriel is 3. Unlocking of Difficulties:
busy cleaning the yard. After a while, Faye A. Match the words in column A
heard her baby crying but she was not able with their proper meanings in column B.
to attend to her because the water was A B
boiling. What will she tell to Adriel? ___1. affected a. hopelessness
___2. plea b. rigid, numb
B. Underline the main idea twice and once ___3. spare c. bothered
the supporting details. ___4. desperation d. request
___5. stiff e. reserve
Precious and Allyson hang out together
all the time. In school, you hardly ever see B. Select the right word in Set A to
one of them without the other. I often see complete the sentence.
them at the mall. They also love to play
volleyball and tennis. 1. President Aquino made a _______
for peace during Christmas Season.
2. Baguio and Nueva Ecija were mostly
LESSON # 12 ______ by the July 16, 1990
earthquake.
I. OBJECTIVES: 3. Mr. Francisco asked the receptionist to
GLR: 1. Enjoys listening to a _____ a seat for him in the convention
story hall.
CT: 2. Answers questions from the story 4. People began to evacuate their homes
listened to. out of ______.
GOLD: 3. Report commands and requests. 5. He tried to move his _____ hands.
TS: 4. Learn some common idioms.
5. Motive Question:
II. SUBJECT MATTER: What did Mangosparos ask the
GLR: Mangosparos and the Monkeys monkeys to do?
GOLD: Reporting Commands and
Requests B. During Reading Activities:
TS: Learning some Common Idioms. 1. Have the pupils listen to the story
using the DRTA (Direct reading
Reference: 2002 Basic Education thinking activity)
Curriculum
PELC Speaking 3. 3.2; PELC Reading 1.1 MANGOSPAROS AND THE
New Dynamic Series in English 6 p. 120; p. MONKEYS
188 - 192
English for All Times Lang. p 14 - Once there was a man named
Mangosparos. He and his wife lived near
Materials: strips of cartolina, index cards a forest. Mangosparos grew bananas. You
could find many kinds of bananas in his
III. PROCEDURE: yard such as yellow bananas, green
bananas and even red bananas.

55
 His banana plantation attracted the
monkeys living in the forest. They trooped in
Mangosparos yard, climbed up the banana
trees and ate all the ripe fruits.
At first, Mangosparos and his wife
were not affected by the monkeys. They
could still keep some fruits for themselves.
But somehow, more monkeys came and
feasted upon the bananas. Soon enough, the
couple could hardly have bananas for
themselves.
One morning, while the monkeys
were eating bananas, Mangosparos
approached them and politely requested
them to leave some bananas for himself and
his wife. But the animals laughed at him.
They ignored his request by saying;You
may have planted the banana trees but does
not mean that you should also eat their
fruit.
Mangosparos continued to plead the
monkeys to spare some bananas for him and
his wife, but his plea was ignored all the
time.
In his anger, Mangosparos started
setting traps for the animals. He threw
stones at them and shot them with bows and
arrows. But still, the monkeys came and
stole bananas. Out of desperation, the
couple thought of a plan on how to save the
bananas and get rid of the monkeys.
One early morning, the monkeys
were awakened from their sleep by the loud
wailing of Mangosparos wife. Ai!
Mangosparos is dead! Poor Mangosparos is
dead! Gone is the planter of banana!
Neighbors, come and see his body, for you
will never see him again Hu! Hu! Hu!
The monkeys talked among
themselves. Listen! The old woman says
that Mangosparos is dead His wife is
crying over him! Another hush of noise
started within them. Come, lets go and see
for ourselves. If he is dead, no one will ever
bother us again.
They all rushed to Mangosparos
place and found the windows shut and
bolted. They climbed up the ladder and
entered through the narrow door. They saw
the woman crying over the husband, who
lay stiff and still on a straw mat. The
monkeys were overjoyed at this, We will
never be bothered by that cruel man again.
We now all have the bananas for
ourselves.
Little did they know that
Mangosparos was still alive and breathing.
56
He and his wife were just acting as if he
was really dead.
As soon as all the monkeys
gathered inside the house, Mangosparos
wife quickly bolted the door. At that
instant, Mangosparos rose and took a bolo
which he hid at his side. His wife brought
out another bolo and in a few moments,
all the monkeys trapped inside their house
were dead.
Mangosparos and his wife finally got
rid of the abusive monkeys.
-Adapted
B. Post Reading Activities:
1. Answering the motive question:
What did Mangosparos ask the
monkeys to do?
2. Comprehension Check:
a. What did Mangosparos grow in
his yard?
b. What was the reaction of the
monkey when Mangosparos
asked them to spare some
bananas for him and his wife?
c. How did Mangosparos initially
deal with the monkeys?
d. How did Mangosparos and his
wife finally get rid of the
monkeys?
e. Would you justify the killing of
the monkeys? Why or why not?
3. Engagement Activities:
Have the pupils perform the
different activities assigned to them.
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part.
GROUP 2: DRAW ME
Pretend the story is a movie and
you are supposed to advertise it. Make a
movie poster of the story and then explain
to the class your poster.
GROUP 3: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
 GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
Allow the pupils to perform the
activities under time limit.
GOLD (Grammar Oral
Language Development)
1. Drill: Pronunciation drill:
Have the pupils recite the following verse:
She sells seashells in the seashore,
If she sells seashells in the seashore,
Wheres the seashells she sells in the
seashore?
. Review: Checking of assignment:
Give a command or request for the
following situation:
Faye was left alone in the house with
Adriel, his younger brother. Her baby
sister was asleep so she started cleaning
up the kitchen and at the same time
boiling the water for her baby sisters
milk. Adriel is busy cleaning the yard.
After a while, Faye heard her baby crying
but she was not able to attend to her
because the water was boiling. What will
she tell to Adriel?
. Motivation:
Play the game: I pass the
message.
The teacher will give each group a
passage and then one by one, they are
going to pass the message to the group.
The last pupil of the group will be the
one to echo the message given. The
group with the correct message relayed
will win the game.
. Presentation:
Have the pupils read the following
sentences. (To be written on strips of
cartolina)
a. Mother said, Replace the broken bulb,
Kyle.
b. Mother told Kyle to replace the
broken bulb.
c. Miss Castro said, Please erase the
writings on the board, Tricia.
57
d. Miss Castro asked Tricia to erase
the writings on the board.
5. Discussion:
What are the exact words of
mother?
What are the punctuation marks
used?
What happened to the exact words
of the speaker in sentence A when it
was reported in sentence B?
What word is used instead of said?
(Do the same questioning in
sentence C and D.)
Discuss further. (You may use the
information given under
GENERALIZATION)
6. Fixing Skills:
Can you change the following into
reported commands or requests?
1. Mother said, Alex, fetch some
water for the hogs.
2. Mrs. Pedraza said, Class, bring
some nails for your picture frames
tomorrow.
3. Cook banana cue for our snack,
Dianna, Father said.
4. Please help me with this heavy
load, Karl, the old woman said.
5. Class, please arrange your chairs
now, said Mrs. Francisco.
7. GENERALIZATION:
How do we change command into
a reported one?
How do we change request into a
reported one?
REMEMBER:
The exact words of the speaker are
enclosed in quotation marks. They are
introduced by the quotation tag. Told is
used when the sentence being reported is a
command. It is also called a reported
command. In a reported command or
request, the quotation marks and commas
are dropped. The infinitive to introduces
the imperative verb.
The exact words of a speaker in a
request tell someone to do something
using the expressions please or wont you.
They are also enclosed in quotation marks.
Asked is used when the sentence being
reported is a request. It is also called a
reported request. The infinitive to
introduces the imperative verb.
8. APPLICATION:
Group Activity:
Have the pupils do the following
activities:
GROUP 1:
Write a reported command or request for
each of the following reminders.
1. Agnes said, Dan, be home before
six.
2. The bill collector said, Give the
electric bill to your mother, Rio.
3. Mrs. Merano said, Please pay the
bill for me John.
4. Jamaica said, Please take our
computer to the repair shop, Jester.
5. Aurefe said, Please move the
electric fan to the left, Bong.
GROUP 2:
Write a reported command or
request.
1. The doctor said, Mr. Castillo, avoid
staying in air conditioned rooms.
2. Mr. Sison said, Mike, have your
fathers transistor radio fixed.
3. Mother said, Please give me some
of your orange juice, Gale.
4. Donna said, Please take your
medicine now, Mr. Garcia.
GROUP 3:
Being the youngest in the family, John is
always reminded by his brothers and sisters
to do some things. Here are some of their
reminders. Change each reminder into a
reported form.
1. Dave: Sweep the floor, John.
2. Ingrid: Please do your Science
experiment right away.
3. Marlyn: Please dust the furniture.
4. Jillian: Stop playing with the switch.
5. Vince: Please be careful in cleaning
the electric appliances.
GROUP 4:
Write three commands which are
likely to be given in the situation:
Bert and his father were on their way
to school in a bus. They were suddenly
caught in a traffic jam. A jeepney, few meters
ahead of them broke down. A policeman was
directing the jeepney drivers, bus drivers,
and the car owners on what to do.
IV. EVALUATION:
A. GOLD: Write a reported command
or request for the following:
1. Myra said, Read the story carefully,
Jane.
2. Ramona said, Take care of your
brother, James.
3. Lisa said, Please stop playing
with your guitar, Serj.
4. Mrs. Tolentino said, Children, be
alert wherever you are.
5. Mona said, Girls, please put the
baby to sleep.
TS (Transfer Stage)
1. Drill: Pronunciation drill:
Have the pupils recite the
following verses:
If a shipshape ship shop stocks
Six shipshape shop-soiled ships,
How many shipshape shop-soiled ships
2. Motivation
Children, listen how I speak to
you!
(The teacher speaks with a very loud
voice saying: Children, listen to me! Then
in a gentle manner, say again the same
words.) Which way do you like me to
speak? Why?
Let us say it together in two ways.
Which way do like to say it?
Why?
3. Unlocking of Difficulties
- Hidden Words -
Find the word described by the phrases
from the row of letters at the left. Encircle
the word you find within.
a. raharshlmo
irritating;
offensive
b. daccentson - a
modulation of the
voice
c. caremaingep to
remember; to stay
58
 d. msgrievetlos - fail; care-worn heart
cause pain; sadness sands of life are nearly run
e. thecare-wornte - let such in peace depart
harassed with hearts deep well
troubles or worries eternity shall tell
f. meatdepartment
to leave; to go away c. How do we learn the meaning of each
g. reneternityork phrase? What help us understand it?
endless or limitless d. We learn the meaning of phrases
time through the context of the poem. These
h. armarke to inflict phrases are called idioms.
serious bodily harm e. What are the importances of
on; destroy idioms?

(Answer: harsh; accent; grieve; worn; 3. Generalization

depart; eternity; mark) What are idioms?

B. Development of Lesson Idioms are words/phrases

1. Presentation
Reading of the poem by the
teacher/pupils
What is the message of the poem?
(on a chart)
SPEAK GENTLY
David Bates
Speak gently; it is better far
To rule by love than fear,
Speak gently; let no harsh word mar
The good we may do here.
Speak gently to the little child;
Its love be sure to gain;
Teach it in accents soft and mild,
It may not long remain.
Speak gently to the aged one;
Grieve not the care-worn heart,
Whose sands of life are nearly run;
Let such in peace depart.
Speak gently; its a little thing
Dropped in the hearts deep well;
The good the joy that it may bring
Eternity shall tell.
2. Discussions:
a. What is the poem all
about?
b. What do the following phrases
mean?
Tis a little thing dropped in the
hearts deep well
rule by love; rule by fear
its love be sure to gain
teach in accents soft and mild
used in a way that is different from the
usual dictionary meaning of each word
that makes it up. Idioms can liven up
your writing. To figure out the meaning
of idioms, use context clues and
individual word meanings.
4. Application
Activity 1
Read and analyze the sentences.
Underline the idioms used in each.
1. The foreigner can easily get along with
the native.
2. The sampaguita in your car gives off a
sweet smell.
3. Eden has a very attractive getup.
4. My mother looks forward to the
coming of my sister from Hawaii.
5. We have to look up to our parents.
Activity 2:
Read each of the sentences and put
an (x) mark on the blank beside the phrase
which fit the underlined part of the
sentence.
1. Francis ran from third base to home
plate like a flash.
__angrily
__in bright light
__with great speed
2. Edgars heart was in his mouth while
the votes were being counted.
__ Edgars stomach felt angry
__ Edgars heart had a pain
__ Edgar felt very anxious

59
 3. Good actors know their lines
3. That is big talk for a little boy, said the ____________, so their acting
father. is great.
__a long speech 4. Moon and I had a
__bold talk ____________ talk about the
__ using long words problem.
5. Todd cares so much for Jill
4. Thomas inched his way across the raft to that he _____________.
the rope.
__ moved an inched at a time V. Assignment
__ counted each inch of the way A. GOLD: Change the following into
__ crept very slowly a reported command or request.

5. Evelyn is counting on her friends to 1. Mrs. Ante said, Submit

finish the project. your project on time, Ralph.
__ is numbering 2. Marlon said, Please call me when
__ is adding the number of you reach your destination, Adie.
__ is depending upon 3. Vic said, Give me the guitar,
Boyet.
2. Enrichment Activity 4. Karl said, Please turn off the
Complete the sentences radio, Andrei.
with the appropriate idiom in 5. Father said, Paint the walls white,
the box. Jessie.

raining cats and dogs B. TS. Give the meaning of the idioms
well-to-do family in each sentence and use it in a
call on sentence.
come to light
cleared the air 1. The fatal blow of Kid Kidlat
rubbed elbows killed his opponent.
2. The cold war between the
1. The truth will always girls was reported by the
___________. boys to their teacher.
2. The streets are flooded, its 3. Our teacher put end to the
___________. negative relationship of the
3. She was born to a ___________. She girls.
never had any problem with money. 4. Her beauty made her standout
4. My sister will ___________ me for a in the crowd.
visit. 5. My allowance was cut down
5. The president ____________ by my mother because I
between Jose de Venecia and overspent my pocket money.
Benjamin Abalos.

IV. Evaluation LESSON # 13

Put your heart on the right place.

T wears his heart on his I. OBJECTIVES:

sleeve
R heart to heart
E have hearts of stone
H to lose heart
A by heart
1. When you try and fail, it is easy
___________.
2. They must ___________ to say
no to the kittens cries.
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Give accurate announcements.
TS: 4. State the main idea of a
paragraph that is explicit or
implied.
II. SUBJECT MATTER:

60
GLR: The Story of Our Flag 4. Motive Question:
GOLD: Giving Accurate Announcements On what event was our flag made
TS: Stating the main idea of a to fly with its red field up?
paragraph that is explicit or implied.

Reference: 2002 Basic Education B. During Reading

Curriculum Activities:
PELC Speaking 2; PELC Reading 4.2 Have the pupils
Reading for Meaning 5 p. 27 listen to the story. Let them take down
Reading Links p. important details about the story.
English for You and Me Reading
The Story of Our Flag
Materials: strips of cartolina. Index cards
If our flag could talk, this is the
story that it would tell.
III. PROCEDURE:
GLR (Genuine Love for Reading) I am the Philippine Flag. My life
A. Pre-Reading Activities: has been both sad and happy. I
1. Drill: Pronunciation drill: Have the symbolize the many struggles
pupils pronounce the following undergone by the country to be free.
words. My ardent hope is to remain a symbol
of unity of all the Filipino in the whole
The Vowel /ey/ archipelago. If there is unity among
Filipinos, then there will be progress
gate steak throughout the nation.
cake break
bass great I was sewn in Hongkong by
flake weight Marcela Agoncillo, Lorenza Agoncillo
radio freight and Delfina Natividad. Then I was
tail reign brought home to the country.
plain prey
stay they I was first raised in Kawit, Cavite
pray gauge on June 12, 1898 when Philippine
. Independence was declared. General
2. Motivation: Emilio Aguinaldo was named first
Do you know where our flag President of the Philippine Republic.
started? But this did not last long because the
Do you know who made our first Americans took over the country.
flag? During the early part of the American
Occupation, I was not allowed to fly
3. Vocabulary Development: again.
Have the pupils know the
meaning of the following words: I flew together with the American
flag when the Commonwealth
t
a.symbolize r p r s government was declared in 1935.
President Manuel L. Quezon became
b. struggle f h President of the Philippine
Commonwealth.
c. freedom l i e r y
On December 8, 1941, World War
II broke out and I flew with my red
d. progress g r w h field up. I was hauled together with
the American flag. The Japanese flag
was raised and this marked the
e. hauled d d Japanese rule in the country. This
a g g lasted for almost five years.

61
 The American liberation forces
under General Douglas MacArthur
landed in Leyte on October 20, 1944. I
was taken out of my hiding place and
was raised again in Tacloban, side by
side with the American flag.

America granted full independence

to the country on July 4, 1946. In the
ceremony that marked this important
event, the American flag was lowered
while I was raised. From that day June 12, 1898
onward, I have always flown alone to
show that my country is free.
Reading for Meaning 5 p. 27 GROUP 2: LIGHTS, CAMERA, ACTION!

Choose the part that you liked best

CT. CRITICAL THINKING: in the story. Then make a script and
C. Post Reading Activities: dramatize the chosen part.

1. Answering the motive question.

On what event was our flag GROUP 3: WRITE ME A LETTER
made to fly with its red field up?
Write a letter to Gen Emilio
2. Comprehension Check: Aguinaldo for bringing freedom to the
Philippines.
Have the pupils answer the
following questions:
a. Where was the Philippine flag GROUP 4: DRAW ME
made?
b. Who sewed it? Draw the Philippine Flag. Color it correctly.
c. Where and when the Philippine
flag was first raised?
d. What was the occasion?
e. How many years had the Allow the pupils to perform the
Philippine flag not been allowed to activities under limited time.
fly?
f. Give the number of years that the GOLD (Grammar
Philippine flag flew with the Oral, Language
American flag. Development)
g. How many years have the
Philippine flag been flying alone? Drill: Pronunciation drill:
Have the pupils listen as the
3. Engagement Activities: teacher says the following words and
Have the pupils perform the phrases. Note that both p and t are
following activities. sounded.
GROUP 1: USING A TIME LINE kept slept adopt
apt adapt crept
Below are significant dates in The
Story of our Flag. Use a vertical time line to
wept abrupt accept
show the important dates and historical events
mentioned in the selection. in rapt attention
wept and slept
June 12, 1898 October 20, 1944 adapt to the environment
an apt quotation
July 4, 1946 December 8, 1941
kept some souvenirs
1912 1935 accept the abrupt chnages

Dates Events 2. Review:

62
 Change the following into a
reported command or request.
1. Mrs. Ante said, Submit your
project on time, Ralph.
2. Marlon said, Please call me
when you reach your destination,
Adie.
3. Vic said, Give me the guitar,
Boyet.
4. Karl said, Please turn off the
radio, Andrei.
5. Father said, Paint the walls
white, Jessie.
3. Motivation:
Do you make it a habit to read the
bulletin board in school? Why is it
important to read the bulletin board
every day?
4. Presentation:
Have the pupils read the following
announcements given. Have the pupils
note the two different styles of giving
announcement.
What: Meeting
Who: Glee Club
Where: Rm. 201
When: Oct. 5, 2010;
2:00 p.m.
Why: Discuss plans for a
benefit show.
The National Heroes Memorial club will
present a play on the life of Jose Rizal
at the school auditorium on Thursday,
October 16, 2010 at four-thirty in the
afternoon. Tickets are available at
Room 101.
5. Discussion:
What information does each
announcement give?
Why is this information necessary?
What information was included in
the announcement?
What is the purpose of the
announcement?
Discuss further.
6. Fixing Skills:
63
A. Study the given announcement.
Write an announcement similar to
what is given in the example.
Whats Up?
The Young Writers Club will
have a filed trip to the historic
Kawit, Cavite on November 8,
2010.
Fee is P250 including
transportation and entrance fee.
Bring packed lunch and
snacks.
Assembly place is at the
school ground at 6:00 a.m. See
you there!
Sign up now at Room 123. For
more inquiries, ask Mrs. Adel
B. Read the announcement and answer
the questions that follow:
The Grade V English Club
will hold its Spelling Contest on
February 12, Tuesday. Please
proceed to Room 103 at 3:00 P.M.
1. What is the purpose of this
announcement?
2. Who is holding the contest?
3. What is the contest?
4. When and where will the meeting be
held?
5. Is the announcme4nt complete, clear
and straight to the point?
7. GENERALIZATION:
What are the important things that
we should remember in giving an
announcement?
REMEMBER:
In cases of impending disasters,
important upcoming events such as field
trip, contest, a tryout for singing, drama ,
or sports and other, or appeals,
announcements should be made. Giving
out announcements is very important. It
tells people what they should know.
An announcement should be:
 Clear and complete with the necessary 1. Drill: Pronunciation drill.
information. How do you spell a
Brief and direct to the point. word which has a root
Attractive and noticeable word ending in ce or ge
and has a suffix beginning with a or o?
Remember to tell what, who, when,
where and in some cases why.
A good rule to remember is to keep the
-e before adding the suffix except in
8. APPLICATION:
words like gracious and ridiculous.
Have the pupils write an
announcement.
Have the pupils read and study the
GROUP 1: following words. (You may use these
words in spelling drill)
Write an announcement
about an Upcoming Dance for a trace traceable
Cause party in your school. notice - noticeable
service serviceable
change changeable
manage manageable
GROUP 2: knowledge knowledgeable
outrage outrageous
Write an announcement hide hideous
about the Requirements for Boy courage courageous
Scouts/Girl Scouts organization in advantage - advantageous
your school.
2. Review: Checking of assignment.
GROUP 3:
Write an announcement
3. Motivation:
using the following important
What does a cow give us?
details.
4. Presentation:
United Nations Day Parade and
Have the pupils read the paragraph
Program
given;
October 16, 2010
7:00 a.m. 10:00 a.m.
A cow is a useful animal. It gives
Provincial Capitol Parade Ground
us milk. From its flesh, we get meat.
Attire: National costumes of
It gives us leather from its skin.
different countries
All pupils
GROUP 4:
Main Idea
Write an announcement in A cow is a useful animal.
paragraph form about a science quiz
bee.
Detail Detail
Gives us milk Gives us meat
IV. EVALUATION:
GOLD: Direction: Write an
announcement in two different styles of Detail
giving an announcement. Choose one from Gives us leather
any of the following:
5. Discussion:
1. an art contest
Where is the main idea found?
2. a fire and earthquake drill
What is a main idea?
3. a spelling contest
Discuss further.
4. invitation for young journalists club
6. Fixing Skills:
TS. Transfer Stage:

64
 A. Have the pupils read the paragraph
then answer the questions given:
Hurricanes are enormous, powerful
storms. When a hurricane strikes, trees are
uprooted, buildings are flattened, and rain
falls on large areas. A hurricane can travel
hundreds of miles and can last eighteen or
more hours. The winds can blow at the
speed of 130 to 150 miles (209) to 241
kilometers) per hour.
1. What is the topic of the
paragraph?
2. Which sentences states the
topic of the paragraph?
Fill in the inverted pyramid on the
details of the paragraph.
Main Idea:
B. Read the paragraph and then fill the
diagram below.
Good health habits are always of service. They
keep the body in good health condition. They
ward off diseases. With their aid, the person
becomes energetic and sound in body.
Main Idea
Detail Detail
Detail
8. GENERALIZATION:
What is a main idea?
REMEMBER:
65
Main Idea tells what the story is
mostly about. Usually the main idea is
the key sentence of a paragraph. It is
the most important idea or the main
point in a paragraph or in the story.
9. Application:
Read the paragraph. Find the main
idea of the paragraph.
Trees are very important. They give us
shade. They give us food, fuel and medicines.
They make the places around us beautiful.
They also give us lumber.
Some plants can protect themselves
from people and animals. Roses protect
themselves by the thorns in their stems. Some
plants have a bad smell that keeps children and
animals away from them. Other plants have
fine hair that makes those who touch them
itchy.
IV. EVALUATION:
TS. Direction: Read the given
paragraphs. Find the main idea of each
paragraph then write it on the first
blank. Write the details on the other
lines.
1. The intelligence of the elephant has
long been known. Given a set task, it
immediately proceeds to get it done. A
single command is sufficient to make
it understand. The elephant is mans
most reasoning friend.
Main Idea:
___________________________
Details:
1. ___________________________
2. ________________________
__
3. ________________________
__
4. ________________________
__
2. It pays to be kind to animals. They are
helpless and in many cases hungry. In
gratitude, they will return double love.
They become true friends.
Main Idea:
___________________________
Details:
 1. ___________________________ GOLD: Reading Orally Poems Cast for a
2.__________________________ Verse Choir
3. _______________________ TS: Writing Composition Showing
4. __________________________ Introduction, Body and Conclusion

V. ASSIGNMENT: Reference: 2002 Basic Education

A. GOLD. Direction: Make an
announcement. Choose from any of the
following suggestions:
a. about a badminton championship
game.
b. Invitation to an art club
c. A singing contest
B.TS. Read the given paragraph. Find the
main idea of the paragraph then write it on
the first blank. Write the details on the other
lines.
The Muslims carve their furniture.
They carve parts of their houses. They carve
their boats. They carve vases and jewelry. They
carve on gold, silver, bronze and brass.
Carving was well-developed long ago among
the Muslims.
Curriculum
PELC Speaking 4.1; PELC Writing 1
New Dynamic Series p 173
Explore Your World Through Language
and Literature pp 34 - 35
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have
the pupils recite the verse drill
given:
The timid candidate was Nick./
Though inarticulate he was quick/
With quips of wisdom that
intimidate/
The businessman,/ the pirate,/ and
the delegate!//

Main Idea: 2. Motivation:

___________________________ What do you do if you want to
Details: achieve something?
1. ___________________________
2.__________________________ 3. Vocabulary Development:
3._________________________ Have the pupils read the
4._________________________ following:

a. pot of gold (through drawing)

b. forest
c. fairy
d. firewood

4. Motive Question:
LESSON # 14 Have the pupils formulate
their own questions about the story
I. OBJECTIVES: they will listen.

GLR: 1. Enjoy listening to a story During Reading Activities:

CT: 2. Answer questions from the story Have the pupils listen as the
listened to. teacher reads the story.
GOLD: 3. Read orally poems cast for a
verse choir. THE POT OF GOLD
TS: 4. Write a composition showing
introduction, body and conclusion Berto and his mother lived in the
forest. They worked hard every day. Berto
II. SUBJECT MATTER: cut firewood and sold them in them
market. He had to walk several miles to
GLR: The Pot of Gold

66
reach the nearest village where he could sell
the firewood. Good Fairy was gone.
I want to play. I want to play all day.
I dont want to work. Berto said to himself How many trees there are! Why,
on his way home. every tree has a mark! Every tree has a
round white mark, he wondered.
One day, Berto told his mother, I
want to be rich. Berto could not find his tree. How
sad he was.
Then you have to work very hard,
answered Mother. He went home to his mother. He was
very sad. Berto said, Youre right,
But Im tired of working all day. I Mother. I cannot ask for gold. I will work.
want to play, complained Berto. Then, Ill be rich.
-Adapted
How can you become rich if you will
only play all day? asked Mother. CT. CRITICAL THINKING:
C. POST READING ACTIVITIES:
Oh, I wish I had a fairy friend, he 1. Answering the motive questions.
said. Ill go to her and ask for some gold.
6. Comprehension Check:
Ask her some gold? You work, my Have the pupils answer the
son, Mother said. Thats the way to get following questions:
rich.
a. Where did Berto and his
The next day, Berto went into the Mother live?
forest to gather firewood. Again, he said to b. What did he want to do?
himself, I wish I had a fairy friend. Just c. What did he tell his mother?
then, a lovely lady dressed in white d. What was the advice of his
appeared to him. It was a Fairy! mother?
e. Who appeared to Berto in the
What do you want? the Fairy asked. forest?
f. What did Berto ask from the
Oh, good Fairy, said Berto., I fairy?
want a pot of gold. g. Did the fairy give what he
wanted?
A pot of gold? Come, the Fairy said h. What did Berto realize after the
to Berto. fairy disappeared?
3. Engagement Activities:
Berto was very happy. I will have a Have the pupils perform the
pot of gold. I will play. I will play all day. I following activities under limited time.
will not work, said Berto.

Close your eyes, the fairy said. GROUP 1: WRITE ME A LETTER

Now, open them.
Suppose that you have a fairy friend,
write her a letter telling about your wish.
Berto saw many, many trees.

The Fairy pointed to a tree. GROUP 2: DRAW ME

See that tree with a mark? It has a What do you consider to be the most
wonderful thing in this world? Draw it and
round white mark. Dig under the tree. Youll GROUP
color LIGHTS, CAMERA, ACTION!
your3:drawing.
find your pot of gold.
Choose the part that you liked best in
Then the fairy disappeared. the story. Then make a script and dramatize
the chosen part.
Good fairy, where are you? Berto
shouted. GROUP 4: WRITE A SONG!

Identify the lesson of the story and

67 compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
 LIGHT: I am she who shall take the
green pastures,

DARK: the gold of your hills, the

might of your rivers,

MEDIUM: fashion them with my

GOLD: (Grammar, Oral, hands,
Language Development)
LIGHT: my heart, my mind and
transform them into life and
1. Drill: pronunciation drill:
power.
Have the pupils read the
given verse drill.
DARK: I am he,
Monica Hue has a unique menu/
LIGHT: I am she who has a passion
Says she during a museum interview/
to build,
Monica Hues menu wins rave
reviews/
DARK: who shall take this structure
Its main course is humor/
which you will someday
That rescues and renews!//
bequeath to me.
2. Review: Checking of assignment.
MEDIUM: breathe into it the warmth
3. Motivation:
of my ideals,
How does a baby cry?
LIGHT: build it firm and higher into
How does a youth cry?
the stars until the universe
What is the difference of the
shall know of its strength,
cry of the youth to that of the cry
of a baby?
DARK: I am he,
4. Presentation:
LIGHT: I am she who shall think,
Have the pupils read the poem
entitled: The Cry of Youth
MEDIUM: work, act, until that figure
on the ricefield,
THE CRY OF YOUTH
Raul Manglapus
DARK: that erect and fearless form
MEDIUM: The cry of youth is no longer of dignity shall be found on
the cry of the crib. every field and every valley
of this land.
DARK: The cry of youth is the
summons to act, to build, to DARK: I am a laborer.
labor,
MEDIUM: I am a builder.
LIGHT: to dream if you will, but it is
cry that will be heard. LIGHT: I am a dreamer.

MEDIUM: I am youth, ALL: I AM YOUTH. HEED ME

FOR THE FUTURE IS
DARK: I am he, MINE.

LIGHT: I am she who dreams, 5. Discussion:

Have the pupils read the poem
DARK: but who shall make your correctly. The teacher reads first the
dreams come true? pupils try to imitate the correct way of
reading the poem cast for verse choir.
MEDIUM: I am he, Discuss further how to read the
poem. The teacher models an
interpretation of the poem for the

68
 pupils. Have them glance at the poem ( ) Fair
every now and then, but should maintain ( ) Needs Intensive
eye contact with the audience. Practice
Discuss further.
Criteria: Maximum
6. Fixing Skills: Poin
Have the pupils read the poem with ts
correct diction, pronunciation and with
proper interpretation. 1. Volume and Quality of
Voice
7. Generalization: 10
How do we read poem cast for a 2. Expression
verse choir? 20
3. Phrasing, Blending and Intonation..
In reading poem cast for verse choir, 20
one should remember the following: 4. Diction.2
0
1. Pronunciation, phrasing, blending and 5. Posture
intonation should be as polished as 10
possible. 6. Audience Rapport (eye contact and
ability to command attention)
2. There must be a variety of expression, 10
tempo, volume, etc. 7. Poise ( ease of manner)
.10
3. The different voice groups in the choir
should know their respective cues --- Total Points
where to begin and end. 100%

4. Gestures, kept down to minimum,

should be meaningful and well- TS. (Transfer Stage)
executed. 1. Drill: Pronunciation
drill:
5. Music and sound effects may be used Have the pupils read the
to enhance the presentation. following word drill.

6. A conductor should lead the choir. /ae/ and a

(The conductor may be a pupils or the MAT MART
teacher her/himself)
lad lard back - bark
8. Application: cat cart mash -
The teacher forms two teams. Have marsh
each team perform and read the same bad bard chat - chart
poem correctly. hat heart Sam - psalm
ban barn badge -
IV. EALUATION: barge
Oral evaluation: Given the criteria, ham harm shack -
have the group read the same poem given shark
correctly. Discuss thoroughly the criteria to Pam palm match - march
be given to the pupils: pat part patch - parch
Dan darn stack - stark
POEM INTERPRETATION CAST FOR Lads large
VERSE CHOIR
2. Review: Checking of assignment:
Group:_________________ Rating:
________ 3. Motivation:
General Comment: ( ) Excellent How do humans communicate with
( ) Very Good each other?
( ) Good

69
4. Presentation:
Have the pupils read the paragraph
given:

COMMUNICATION
Humans communicate with each
other every day using sounds and body
movements. Most commonly, we share
information about the world around us
through spoken languages. These are special
sounds we make to represent objects,
actions, numbers, colors and other features.
We use our brains to remember
words, put them in the correct order, and
make the larynx, or voice box, produce the
correct sounds. If a person is unable to 8. Application:
speak, he or she can communicate in other
ways, often by using sign language. We also Think of a topic of your interest.
have written and pictorial language, which Write a descriptive paragraph about it.
are signs, symbols, and squiggles that
represent spoken words. IV. EVALUATION:
The whole body works together to Write a paragraph showing the
help us convey our innermost thoughts and introduction, body and the conclusion of
feelings through language. your paragraph. Choose from any of the
following topics.
5. Discussion:
What is a paragraph? A. Interesting place that you have
What are the three parts of a visited.
paragraph? A. Favorite food.
What does the beginning sentence B. Interesting hobby.
tell us? C. Interesting person
Do the middle sentence develop the
though of the beginning sentence? V. Assignment:
What is the ending sentence? GOLD: Have the pupils be ready to
Discuss further. present their oral presentation of the poem
given to them.
6. Fixing Skills:
Write a short paragraph about your TS: Have the pupils write a descriptive
ideal person. Paste the picture (or if not paragraph from the topics which were not
available, draw him/her) inside the box. chosen.
PASTE _____________
PICTURE
____________________________
HERE
____________________________
____________________________ LESSON # 15
REMEMBER:
____________________________
__________ I. OBJECTIVES:
A paragraph is a group of closely
related sentences
7. GENERALIZATION: that develops one topic. GLR: 1. Enjoy listening to a story
The paragraph is made up of three parts:
What is a paragraph? CT: 2. Answer questions from the story
What are the three parts of a listened to.
1.paragraph?
The beginning sentence or the GOLD: 3. Give a report based from an
introduction attracts the attention observation.
and gives and idea of what is to TS. 4. Write a model composition
follow. through a diary/journal.
2. The middle sentence or the body
develops the thought given in the
first sentence.
3. The ending sentence or the
conclusion either tells us the last
thing that happen or summarizes 70
what has been written in the middle
sentence.
II. SUBJECT MATTER:
GLR: How the Turtle Saved Its Life
GOLD: Giving a report based from an
observation.
TS: Writing a model composition
through a diary/ journal.
References:
2002 Basic Education Curriculum
PELC Speaking 2.1.1; PELC Writing 3.3
Enjoying Workbook in English pp. 82 - 83
Explore Your World Through Language and
Literature pp 34 35
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils recite the verse drill given:
Some cats went to a ranch,/
Wearing belts and hats/
Which belonged to the coach/
Who led a putsch.//
The coach wanted to catch the cats/
Wearing his belts and hats;/
But the cats lead a putsch/
And caught the coach instead!//
2. Motivation:
Why is it important to be smart?
Do you think being smart will
lead you to a better place?
3. Vocabulary Development:
Have the pupils identify the
meaning of the following words:
a. courtyard (patio)
b. rafts
c. delighted (happy)
d. demon
e. dreadful (terrible)
4. Motive Question:
Have the pupils organize or
create their own questions about the
story.
B. During Reading Activities:
Have the pupils listen as the teacher
reads the story.
How the Turtle Saved Its Life
71
A king once had a lake made in the
courtyard for the two young princess to
play in. They swam about in it, and sailed
their boats and rafts on it. One day, the
king told them he had asked the men to put
some fish in the lake.
Off the boys ran to see the fish. Now,
along with the fish was a turtle. The boys
were delighted with the fish, but they have
never seen a turtle. They were afraid of it;
thinking it was a demon. They ran back to
their father crying, There is a demon on
the bank of the lake.
The king ordered his men to catch the
demon and bring it to the palace. When
the turtle was brought in, the boys cried
and ran away.
The king was very fond of his sons, so
he ordered the men who brought the turtle
to kill it.
How shall we kill it? they asked.
Pound it to powder, said someone.
Bake it over a bed of hot coals, said
another.
So one plan after another was spoken
of. Then an old man who had always been
afraid of the water said, Throw the thing
into the lake where it flows out over the
rocks into the river. Then, it will surely be
killed.
When the turtle heard what the old
man said, he thrust out his head and
asked, Friend, what have I done that you
should do such a dreadful things to me?
The other plans were bad enough, but to
throw me into the lake! Dont speak of
such cruel thing!
When the king heard what the turtle
said, he told his men to take the turtle at
once and throw it into the lake.
The turtle laughed to himself as he slid
down the river to his old home. Good!
he said, those people who do not know
how safe I am in the water.
CT. CRITICAL THINKING
A. Post Reading Activities: In the space, draw your favorite
1. Answering the motive questions. animal then write a short prayer for its
safety.
2. Comprehension Check:
Have the pupils answer the ________________
following questions: _
________________
1. Why did the king have a lake made ________________
in the courtyard? ________________
2. What did he order to be placed in the ________________
lake? ________________
3. What did the kings sons say when _____
they saw the turtle?
4. Why did the king decide to have the GOLD: (Grammar,
turtle killed? Oral, Language
5. Did the turtle die? Why? Development)
3. Engagement Activities: 1. Drill: Pronunciation drill:
Have the pupils perform the Have the pupils listen as the
following activities given: teacher says the following words:
GROUP 1: knee knife wrap wrist
Recreate the events that took place in knock knack write wrong
the story. Fill in the episodal web. knead knuckle wring wriggle
knight knowledge wreck wrinkle

1 What did you notice about these words?

7 Use the following words in spelling drill.
2
2. Review: Checking of assignment.

6 3. Motivation:
How the Turtle
Saved Its Life 3 How many times have you been
asked to report o your classmates on
things you have observed?
5
4 4. Presentation
Have the pupils read the given
report:

GROUP 2: Value Chart:

Fill in the value chart with the values
you may have learned from the characters in
the story. Sherwin Jhed Francisco of
Grade VI St. Mark won the
Character Values learned Regional Spelling Contest held at
King the Rizal Stadium in Manila on
Princess October 5. Sherwin Jhed will
Turtle represent the region in the national
spelling contest scheduled at
GROUP 3: Draw Me: Quezon City on November 8.
Draw a turtle. Then write a slogan
which will show the character of the turtle.
5. Discussion:
GROUP 4: Write a short prayer. What does the news article all about?

72
 How was it reported?
What questions are answered in the
news article?
Discuss further. Use the information
given under Remember.
6. Fixing Skills:
Think of an important event that had
happened in your school with which you
had observed. Report that event in the class.
7. GENERALIZATION:
How do you make a good report?
REMEMBER:
To make a good report, one should
remember the following suggestions:
1. Gather information about your topic
by reading related materials to give
you background information on the
topic.
2. Write down your observations
regarding the matter.
3. Organize your information by
making an outline. Write the
information in an orderly manner
according to what you wish to say.
4. Practice giving the report exactly as
you plan to give it in class.
5. Follow your outline when you
present your report.
6. Present your report briefly.
7. Speak clearly and distinctly.
8. Application:
Observe some of the pressing
problems in your community. Prepare a
report on one of them.
IV. Evaluation:
GOLD: Direction: Write a report
based on the effect of air pollution in the
environment. Make the report brief and
concise.
TS. TRANSFER STAGE:
1. Drill: Pronunciation
drill:
Have the pupils read the given
tongue twister:
Kathy thinks it is pathetic/
73
that Theodore is apathetic;/
but Theodore is apathetic//
That Kathy thinks it is pathetic/
That he is apathetic//
2. Review: Checking of assignment
3. Motivation:
Have you seen a diary?
Do you have a diary?
What do you usually write in your
diary?
4. Presentation:
Present an example of a diary.
What is a diary?
Keeping a diary helps you express
your feelings and pour out your secrets
without the risks of having others know
and talk about them.
5. Discussion:
How do you keep a diary?
What are the things that are written
in a diary?
How does a diary help you?
What is the correct way of writing a
diary?
Discuss further.
6. GENERALIZATION:
Keeping a diary helps you express
your feelings and pour out your
secrets without the risks of having
others know and talk about them.
The diary serves as reference when
you want to recall some events. It also
helps improve your communication
skills.
There is no format for writing a
diary entry. All you do is think of your
diary as a friend whom you can talk to
in confidence.
7. Application:
Write down as a diary entry your
thought and feelings about a current
problem that you have observed in
your community. (e.g. Drug addiction;
gambling; over-population;
malnourished children etc)
IV. EVALUATION:
TS. Write down as a diary entry your
thought and feelings about a current
situation in our environment: The effect of
the denudation of our forest. classify signify
verify pacify
V. ASSIGNMENT: unify purify
GOLD: Observe some of the pressing clarify dignify
problem in your community. Be ready to
report on one of them. Have the pupils read the phrases:

TS. Write down as a diary entry your Motivate the children

thought and feelings about a pressing Decorate the altar
problem that you have observed in your Pacify the quarrelsome boys
community. Unify the different groups
Purify the water
Activate the organization
Perpetuate what is good
LESSON # 16 Verify and evaluate

I. OBJECTIVES: 2. Motivation:
What did Jesus Christ use in order to
GLR: 1. Enjoy listening to a story preach?
CT: 2. Answer questions from the story
listened to. 3. Unlocking of Difficulties:
GOLD: 3. Use nouns. Have the pupils know the meaning
TS: 4. Identify the appropriate title for a of the following words:
selection.
multitude (huge in number)
II. SUBJECT MATTER: devoured (ate greedily)
trampled (compressed)
GLR: The Parable of the Sower parable (story)
OLD: Using Nouns disciple (follower)
TS: Identifying the appropriate title for
a selection. 4. Motive question:
Among which type of soil or soils
Reference: 2002 Basic Education represent the redeemed?
Curriculum
PELC Speaking 5; PELC Reading 4.1 B. During Reading Activities:
Explore Your World Through Language and 1. Have the pupils listen to the story.
Literature p. 102 103. Let them take down important details
Reading Links Work text p 37 about the story.
Dynamic Series in English p. 4 - 8
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR: (Genuine Love for Reading) THE PARABLE OF THE SOWER
A. Pre reading Activities:
1. Drill: Pronunciation drill: Have the When a great multitude came
pupils listen as the teacher reads the together, and people from every city were
following words. Have them note the coming to him, he spoke by a parable.
pronunciation of the - ate and ify The farmer went out to sow his seeds. As
suffixes. he sowed, some fell along the road, and
they were trampled under foot, and the
-ate as /eyt/ birds of the sky devoured them. Other
motivate consolidate seeds fell on the rock, and as soon as they
evaluate perpetuate grew, they withered away, because they
reactivate decorate had no moisture. Others fell amid the
activate validate thorns, and the thorns grew with them,
and choked them. Others fell into the good
i. ify as /ifai/ ground, and grew, and brought forth fruit
one hundred times.

74
 As he said these things, he called 8. How can people in the first three
out, He who has ears to hear, let him develop good soil?
hear!
Then his disciples asked him, What 3. Engagement Activities:
does this parable mean? Have the pupils do the activity
He said, To you it is given to know given:
the mysteries of the Kingdom of God, but to
the rest in parables; that seeing they may GROUP 1: LIGHTS, CAMERA, ACTION
not see, and hearing they may not
understand. Choose the part that you liked best in
Now the parable is this: The seed is the story. Then make a script and
the Word of God. Those along the road are dramatize the chosen part.
those who hear, then the devil comes, and
takes away the word from their heart that GROUP 2: DRAW ME
they may not believed and saved. Those on
the rock are they who, when they hear, Pretend the story is a movie and
receive the word with joy but these have no you are supposed to advertise it. Make a
root, who believe for a while, then fall away movie poster of the story and then explain
to the class your poster.
in time of temptation. That which fell
among the thorns, these are those who have
heard, and as they go on their way they are GROUP 3: WRITE ME A LETTER
choked with cares, riches and pleasures of
Choose your most liked character
life, and bring no fruit to maturity. That in or most disliked character and write a letter
the good ground, these are such as in an to the character expressing your feelings to
honest and good heart, having heard the him/her.
word, hold it tightly, and bring forth fruit
GROUP 4: I WRITE A SONG!
with patience.
-Matthew 13:3-23; Mark 4:2-20; Luke 8:4-15 Identify the lesson of the story and
compose a song that tells the moral lesson
C. Post Reading Activities: of the story. Prepare to sing your song to
1. Answering the motive question: the class.
Among which type of soil or soils
represent the redeemed? GOLD: (Grammar Oral,
Language Development)
2. Comprehension Check:
Have the pupils answer the 1. Drill: Pronunciation
following questions. drill:
1. What do the seeds in the parable Have the pupils read the following
represent in real life? words:
2. What is the growing process The /d/ and /t/ Sounds
mentioned in the parable? /d/ /t/
3. Along the path: How does the devil played lost
take away the word from their lead but
hearts? sad lot
4. Among the rocks: What do the rocks end pat
represent? Why do you suppose they dead must
fell away?
5. Among the thorns: How do these Sentence Drill:
things choke the Christian life? 1. The lad played lead role but lost
6. On good soil: What are common the prize.
characteristics of soil which is good 2. A sad man pats the lad on the head.
for growing plants and those who do 3. At the end of the bend, one must
not only receive the message well, beg for the rent.
but also produce fruitfulness after 4. One who lost a game felt sad but
much perseverance? not dead.
7. What type of soil are you growing
on? How do you know? Motivation:

75
 Game: Have the pupils give a known _____4. Are these all a dream?
brand for each of the following nouns: _____5. Carlos P. Romulo is an orator,
soldier, diplomat and a writer.
Ex. refrigerator Westinghouse
1. pen
2. medicine 6. GENERALIZATION:
3. car What are nouns?
4. camera What are the kinds of
5. paint nouns?

3. Presentation: REMEMBER:
Have the pupils read the following
sentences: A noun is a name of person, place
or things. There are two main classes of
1. Taiwan is a small island off the nouns:
China coast. - A proper noun names a particular
2. Durable shoes are manufactured in person, place, or thing. A proper noun
Marikina. begins with a capital letter.
3. The pyramids of Egypt are - A common noun names things in
wonders of the world. general.
4. The hospitality of Filipinos is
proverbial. Proper Nouns Common Nouns
5. Dr. Jose P. Rizal is the greatest of Atty. Sherwin Santos lawyer
the Malay race. The Manila Times newspaper
Sto. Domingo Church church
4. Discussion:
Have the pupils underline all the Nouns have concrete, collective and
nouns given in the sentence. abstract forms.
What are these words?
What are nouns? - Concrete nouns name persons, places
What are the two main classes of or things that can be seen, heard,
nouns? smelled, tasted or touched.
(Discuss the two main classes of Ex. car radio apple tree
nouns. Use the information given
under Remember). - Collective nouns name a group of
Have the pupils read the following persons, animals, or things considered
sentences: as one.
Ex. group class family fleet
1. The troop of soldiers reported for the
noontime regiment. - Abstract nouns name intangible
2. The covey of geese took shelter things that cannot be seen or touched
under the pile of old tires. such as qualities, feelings and ideas.
3. Will there be justice in our land? Ex. bravery happiness justice
What are the underlined words in the 7. Application:
sentences? A. Encircle all the proper nouns in
What kind of nouns are these? the sentences. Underline all the
Discuss further. common nouns.

5. Fixing Skills: 1. The Youth Club has met for a very

Direction: Underline all the nouns in noble mission.
the sentences. Identify its kind. Write 2. Gabriela Silang is the Ilocanos Joan of
your answer on the space provided. Arc.
_____1. Marinduque and Mindoro are island 3. The secret of success is constant
provinces. practice.
_____2. The family is the first community 4. Last Sunday, my family went to Ocean
to which man belongs. Park.
_____3. He grew up to be a man of self-
control.

76
5. It was in December when they decided ___________________
to leave for Canada. ___________________

B. Write C for concrete noun and A for 3. Motivation:

abstract noun before each number. Have the pupils read the following
_____ 1. dignity _____6. meadow poem. Let them give a title for it.
_____ 2. building _____ 7. justice
_____ 3. trait _____ 8. freedom I look at you, and you look at me
_____ 4. fan _____ 9. garden What I do, you do, too.
_____ 5. right ____ 10. story When I smile, you smile.
When I frown, you also frown
IV. EVALUATION: I look at you and its me I see
A. GOLD: Direction: Underline all the Oh mirror, tell me what your magic
nouns in the sentences. Then write could be!
whether the noun is proper, common, -Myra R.
collective, concrete or abstract. Labay

1. John will meet his mother today after 4. Presentation:

several months working abroad. Have the pupils read the paragraph.
2. Mary cannot wait to wear her new dress Then have them answer the
to church tomorrow morning. questions that follow:
3. Captain Lara, a Spanish soldier wooed
Maria Makiling by bringing her gifts Sherwin is excited about the
coming Young Inventors Week to be held
from Europe. in their school. He has been working on his
4. The school orchestra played wonderful project for many days. Much of his time is
pieces during the ball. spent researching and putting together his
5. The covey of geese took shelter under new invention an electricity-saving
the pile of old tires. device. He wants to show how households
can save 30% on electricity by using the
device. Sherwin is hoping to win the gold
TS ( Transfer Stage) medal for his wonderful project.
1. Drill: Pronunciation
drill:
Have the pupils read 1. Which of the following is the main
the following words: idea of the paragraph?

/a/ /e/ a. Sherwin is excited

mat met to attend the Young Inventors
man - men Week.
rack wreck b. Sherwin works
lad - led hard on his special project for the
past pest Young Inventors Week.
batter - better c. Sherwin is eyeing
mass mess the gold medal in the Young
flash flesh Inventors Week.
2. Review: Checking of assignment.
Read each set of guide words. Then 2. Based on the main idea of the
write the words from the box that would paragraph, which of the following is
appear on a page with those guide the best title for it?
words. a. Sherwin and the Young
Inventors Week
Capture cardboard b. Sherwins Special Project
Chisel Chores c. Sherwin, The Great Inventor
Compass compose
calico career chilled circuit 5. Discussion:
____________ ____________ How do you go about choosing the
____________ ____________ most appropriate title for a selection?
Discuss further. Use the
commotion conductor information given under Remember.

77
 Title
6. Fixing Skills:
Identify the most appropriate title for
the following selection: COMPLETE THE MAGIC TITLE:

Karl and Jazzer found a pool in the 1 2 3 4 5

farm. It was not deep and the two boys
swam and splashed in it happily. The next 6 7 8
day, when they returned to take another
dip in the pool, they found four carabaos 9 10 11 12
wallowing in it. It was the carabaos
cooling off pool. 13 14 15

A. An Unhappy Discovery Supply the missing letters to

B. Taking Care of Carabaos complete the following lists of words.
C. Pools on the Farm The clues to each word are in
parentheses. Then, use the numbered
7. GENERALIZATION: letters to complete PUZZLE A and
How do we choose the come up with the Magic Title.
most appropriate title for a
selection? 1. R A _____ _____ ( a
REMEMBER: contest) 6 12
The most important thing to remember
is that when you read, concentrate and take 2. G __ __ S T (the spirit of a dead person
note of the main message or the main idea that 1 15
the selection wants to put across. 3. H E ___ L ___ H (ones well-being)
Indeed, the best title for a selection is 7 13
one that was based on the main idea. It need
not be the most cute, clever or funny, but the
4. . D _____ _____ T (singing partners)
one that is most illustrative of the main idea. 10 2
5. _____ O L _____ (alone)
5 14
8. APPLICATION: 6. C A _____ (taxi)
Identify the most appropriate 4
title for the following selection: 7. _____ O W (this instant)
8
All over the world, people have been 8. _____ O P (policeman)
known to use herbs not just to improve the 9
flavor of food but also for their medicinal 9. F A _____ (not close)
value. The Philippines is abundant with 3
various herbs that have been used as 10. C _____ Y (shed tears)
alternative medicine for various ailments. 11
Lemon grass as well as guava and mimosa
leaves have been used to cure diarrhea, IV. EVALUATION:
while oregano, alagao and mansanilla leaves TS. Direction: Choose the most
are also known to be effective against appropriate title for the following
cough. Herbs commonly used as fever selection:
remedies are balimbing, ginger, lily and
camias leaves. 1. Good manners are important for
two reasons. First, good manners make
Find out the best title for the living with other people more pleasant
paragraph by completing PUZZLE A. To and comfortable. Second, good
do this however, you need to fill in the manners are contagious. If one
missing letters of the word listed in behaves well, those around him will
PUZZLE B. Your clues are in treat him with courtesy and respect.
parentheses. Although good manners may cost us
time and effort, we gain more than we
__________________________ give in the long run.

78

A. The Importance of Living with
People
B. The Importance of Good
Manners
C. The Importance of Friends
2. Water plants have adequate water
supply, but they do not get as much air
as other plants. Therefore, many aquatic
plants have soft tissues which hold air
while some even have special air
cavities. The leaves of some are kept
afloat where they are exposed to air by
an air bladder or because of their broad,
flat shape. Floating plants often have
waxy leaves which reduce the amount of
water they absorb.
A. Floating Plants
B. Water Plants
C. Water Supply
3. Have you ever wondered why we
look like our parents? Thats because we
carry in our bodies a mixture of their
genes. Genes contain hereditary
information. Physical characteristics
such as the color of your hair, the color
of your eyes and your height were
inherited from your parents through
genes. Genes may also transfer mental
abilities or even hereditary disorders
from parent to child.
A. Its All In the Genes
B. Where Genes Come From
C. You and Your Parents
V. ASSIGNMENT:
A. GOLD. Direction: Underline the
noun given in each sentence and identify its
kind.
1. Jose Rizal was a model citizen of our
country.
2. As a boy, he was fond of reading
stories.
3. But his mother taught him to study his
lessons first.
4. In this way, Rizal attended to duty
first instead of pleasure.
5. He grew up to be man of great self-
control.
B. TS. Direction: Read the following
sentences. Rewrite them in a paragraph
form. Then identify the most appropriate
title for it.
79
Filipinos are very religious people.
They are devoted and committed to their
chosen religion.
In towns all over the country, people hold
lavish festivals in honor of their patron
saint.
Many Filipinos also offer novenas and
special devotions to different saints.
Most importantly, Filipinos are firm
believers in miracles and the power of
prayers.
God and the Filipinos
Religious Practices of the Filipinos
The Fiesta Loving People
LESSON # 17
I. OBJECTIVES:
GLR: 1. Enjoy reading a story
CT: 2. Answer questions from the story
read.
GOLD: 3. Use plural of nouns.
TS: 4. Write from dictation.
II. SUBJECT MATTER:
GLR: The Boy Who Cried Wolf
GOLD: Using Plural of nouns.
TS: Writing from dictation.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Writing 5
Explore Your World Through Language
and Literature p. 102 103.
Reading for Meaning p 45.
Across Borders through Language pp. 5 -7
Dynamic Series in English p. 4 - 8
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following
words:
/a/
same stay
Monday
away baby date
cave paper day
wave
2. Motivation:
How does it feel when nobody
believes in you?
3. Unlocking of Difficulties:
Have the pupils know the meaning of
the following words.
1. wolf (picture)
2. shepherd (picture)
3. chore (action)
4. yelled loudly (action)
5. joke (action/ context clues)
4. Motive Question:
Why did the shepherd boy cry wolf?
During Reading
Activities:
1. Have the pupils read the
story. Have them take down
important notes about the story read.
The Boy Who Cried Wolf
A shepherd boy was tending his sheep
alone. He got bored with his chore and
couldnt stand it anymore. He thought of
something to bring people quickly to him.
He blew on his horn and yelled loudly.
Wolf! Wolf!
Quickly a dozen men came running up
to the mountain only to find out it was a
joke. They were very angry and they told the
boy not to do it again. After a week, he got
bored once more so he cried, Wolf!
Again, the men ran to him and they were
very, very angry.
Soon afterwards, a wolf really came.
The shepherd was scared. Wolf! He cried.
Wolf! Wolf!
He blew his horn but alas, no one come.
The wolf ate all his sheep.
B. Post Reading Activities:
1. Answering the motive question.
Why did the shepherd boy cry
wolf?
2. Comprehension Check:
Have the pupils answer
following questions:
a. What happened when the
shepherd cried wolf?
b. How did the men react when
they learned they were tricked?
c. What did the men do about this?
d. What was the mens reaction
when the boy repeated his trick?
e. If you were one those men, will
you do the same thing? Why?
f. What did the boy do when a real
wolf came?
g. Did anybody come for help?
Why?
h. How do you think the boy feel
when no one believes in him
and all his sheep were eaten by
the wolf?
3. Engagement Activities:
Have the pupils perform the
following activities:
GROUP I: LIGHTS, CAMERA ACTION!
Choose the part that you liked best in the
story. Then make a script and dramatize
the chosen part.
GROUP 2: WRITE ME A LETTER!
Choose your most liked character or most
disliked character and write a letter to the
character expressing your feelings to
him/her..
GROUP 3: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 4: CAUSE AND EFFECT
CHART
What effect did the incident have on the
shepherd boy? What was the cause?
Illustrate through the cause and effect
chart.
Cause Effect
the
80
 GOLD (Grammar, Oral Language (You can use the information given
Development) under REMEMBER. Discuss the different
ways how nouns form their plural.)
1. Drill: Pronunciation drill:
Have the pupils recite the tongue 6. Fixing Skills:
twister: A. Write the plural form of the
following nouns:
All I want is a proper cup of coffee
Made in a proper copper coffee pot 1. tax 11. sky
You can believe it or not 2. candy 12. roof
But I just want a cup of coffee 3. toy 13. loaf
Made in a proper copper coffee pot 4. echo 14. moo
Tin coffee pots 5. cello 15. boy
Or iron coffee pots 6. army 16. garden
Are no use to me. 7. zoo 17. 100
8. day 18. tongs
2. Review: Checking of assignments. 9. gas 19. cameo
Direction: Underline the nouns given in 10. waltz 20. man
each sentence and identify its kind.
B. Fill in the blanks with the plural
1. Jose Rizal was a model citizen of our of nouns at the parentheses.
country.
2. As a boy, he was fond of reading 1. The peasants of Central Luzon
stories. raise many _______ (goose)
3. But his mother taught him to study his throughout the year.
lessons first. 2. (Sheep) _______ roam the wide
4. In this way, Rizal attended to duty and rolling meadows beside the
first instead of pleasure. hillsides.
5. He grew up to be man of great self- 3. The innocent looking children ran
control. after the numerous and
multicolored (butterfly) ________
3. Motivation: in the field.
What kind of flower do you like 4. Many (life) were lost when the
best? Do rains like flowers too? jetliner was shot down by the
enemies.
4. Presentation: 5. Malaria is carried to man by the
Have the pupils read the bite of some (mosquito).
paragraph given.
7. GENERALIZATION:
People love rain as flowers do. Rain How do nouns form their plural?
makes farmers happy. It gives water and life
to plants, whether its a tree, a vegetable or REMEMBER:
a vine. It brings health and wealth to every Nouns form their plural in different
living creature on earth. ways:
Take the case of flowers. Without
rain, they wither and die. But rain makes 1. Most nouns form their plural by
flowers lovely, colorful, and attractive. adding s.
Flowers uplift the dampened spirit of sick boy boys tree trees
people. A bouquet of beautiful red roses 2. Nouns ending in s, -ss, -z, -ch, -sh,
given by a beloved can make a lady glad. and x form their plural by adding es.
ax axes brush brushes
5. Discussion:
What are the nouns used in the 3. Many nouns ending in f or fe form
paragraph? their plural by changing f or fe to
Have the pupils classify the nouns as ves.
singular or plural. knife knives wife wives
Discuss further how nouns form their Some exceptions are:
plural.

81
 roof roofs chief chiefs Manalo Manalos
belief beliefs chef chefs Sanchez Sanchezes

4. Nouns ending in y preceded by a 16. Compound nouns form their plural by

consonant form their plural by changing adding s to the important name part.
y to -i and adding es. mother in law - mothers in law
city cities lily lilies major general - major generals

5. Nouns ending in y preceded by a vowel Compound nouns that end with ful
form their plural by adding s. form their plural by adding s.
key keys toy toys cupful cupfuls
teaspoonful teaspoonfuls
6. Some nouns ending in o preceded by a
consonant form their plural by adding 17. Some nouns derived from Latin roots
es. form their plural by changing the last
mango mangoes potato potatoes letter or letters.
alumnus alumni crisis - crises
7. Other nouns ending in o preceded by a datum data radius
vowel form their plural by adding s. radii
radio radios igloo igloos
18. Some nouns though plural in form
8. Some nouns form their plural by have singular meaning.
changing their whole spelling. athletics mathematics
tooth teeth goose geese
8. APPLICATION:
9. The following nouns have the same form Change the nouns in the
in the plural. parentheses to plural form.
sheep sheep deer deer 1. Our tour took us to several (ranch)
in (valley) and (mountain)
10. A few nouns form their plural by adding 2. But the exciting (rodeo) and
en or ren. beautiful (view) made up for all
ox oxen child children our (difficulty)
3. (Duck), (goose), and (turkey)
11. Some nouns are always plural. scattered their (feather) as they fled
goods proceeds to get out of the way.
scissors trousers shears 4. (Ox), (sheep) and (deer) stood and
tongs stared at the whole scene.
pliers pincers 5. Some (place) could be reached
tweezers only after passing near steep (cliff)

12. Some foreign nouns form their plural as IV. EVALUATION:

in the original language. A. GOLD: Direction:
cactus cacti datum data Rewrite the following
sentences by changing the
13. Numbers, letters and symbols form their plural form of each underlined
plural by adding s. noun.
As 15s 30s Ms 1. The child and adults enjoy games.
2. The composer repeated the line
14. Mass nouns name things that cannot be several times.
counted. They need their counters to 3. My friend sang in the concert.
make their meanings complete. 4. The ditty told of life on the ranch.
A glass of milk a can of oil 5. The cloud in the sky wept for him.
A grain of salt a cube of ice

15. Proper nouns form their plural by adding TS (Transfer Stage)

s. Those that end in s, sh, ch, x or z add 1. Drill: Pronunciation drill:
es.
Ana Anas Reyes Reyeses

82
 Have the pupils read the following
rhymes.
Jack Sprat could eat no fat
His wife could eat no lean
And so between them both you see
They licked the platter clean.
Discuss further how to write from
dictation.
Have the pupils write the sentences as
the teacher dictates the sentences.
6. Generalization:
How do write from dictation?

Molly, my sister, and I fell out REMEMBER:

And what do you think it was all about?
She loved coffee and I loved tea
And that was the reason we could not
agree.
2. Review: Checking of assignment:
Read the following sentences. 7.
Rewrite them in a paragraph form. Then
identify the most appropriate title for it.
The most important thing to remember
is that when you write from dictation, you
should write legibly and neatly, observing
correct letter form, capitalization, punctuation
and spelling.
Application:
Have the pupils write the
following sentences:

Filipinos are very religious people. 1. The Greek islands are warm in the
They are devoted and committed to their summer.
chosen religion. 2. The Arabian climate is very warm.
In towns all over the country, people hold 3. What have you heard about
lavish festivals in honor of their patron saint. Icelandic weather?
Many Filipinos also offer novenas and 4. South American seasons are the
special devotions to different saints. opposite of ours.
Most importantly, Filipinos are firm 5. I do not enjoy cold European
believers in miracles and the power of winters.
prayers. 6. It is always extremely hot in the
North African deserts.
A. God and the Filipinos 7. A Mexican vacation would be nice.
B. Religious Practices of the Filipinos 8. The cold makes us dream of
C. The Fiesta Loving People Jamaican sunshine.
9. A Hawaiian holiday would bring
3. Motivation: relief.
How do we start a sentence in a 10. Canadian air will make the
paragraph? temperature fall.

4. Presentation: IV. EVALUATION:

Have the pupils read the following TS. Write the following sentences:
sentences.
1. Materials for artwork are
1. The whole village went under water everywhere.
during the typhoon. 2. The picture showed cactus,
2. I was overwhelmed with both fear pebbles, dried flowers and insects.
and apprehension. 3. Jose made a poster about lakes and
3. Maintain your poise and dignity. rivers in the Philippines.
4. The imposter again eluded the 4. Students can make a design with
arresting policemen. photographs.
5. He tried to bribe the fiscal and the 5. Cut the pictures out with scissors.
judge.
V. ASSIGNMENT:
Let the pupils know the spelling of A. GOLD: Direction:
the different words in the sentences. Write each sentence. Complete
the sentences with the correct
5. Discussion: plural form of each noun in
How do you write the beginning of the parentheses.
sentence?

83
 1. Three ____ and three boys form a
team. (man)
2. Two ____ play water polo. (woman)
3. A family brought their ____ so they
can play musical chairs. (radio)
4. These soccer players can run as fast
as _____. (deer)
5. The players voices created _____
(echo)
TS: 4. Write a model composition-
arrange details in order.
II. SUBJECT MATTER:
GLR: The Long - Necked Giraffe and the
Humble Pullet
OLD: Using Plural of Compound Nouns.
TS: Writing a Model Composition
Arranging Details in Order

Reference: 2002 Basic Education

Curriculum
PELC Speaking 5; PELC Writing 3. p 23
Explore Your World Through Language
and Literature p. 102 103.
English For You and Me Reading p 21 - 23
Across Borders Through Language pp. 5
-7
Dynamic Series in English p. 260
Materials: strips of cartolina. Index cards

III. PROCEDURE:
GLR (Genuine Love for Reading)
Pre reading Activities:
1. Drill: Pronunciation drill:
Have the pupils read the following
rhymes:

Young lambs to sell,

If Id much money
As I could tell,
I wouldnt be crying
Young lambs to sell.

Cobbler, cobbler, mend my shoe

Get it done by half past two.
Stitch it up and stitch it down
And then Ill give you half a
crown.

2. Motivation:
Which is better, to be tall or to be
LESSON PLANS IN small?
ENGLISH VI USING THE
FOUR PRONGED 3. Unlocking of Difficulties;
APPROACH Have the pupils identify the
meaning of the following words by
answering the configuration clues
LESSON # 1 given.

I. OBJECTIVES: 1. more distant;

remote
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story to press between tow bodies; to crush
listened to.
GOLD: 3. Use plural of compound nouns.

84
. to mark the surface of anything. The giraffe remarked. You know
what I think? I think it is best to be what
you are.
You are right, my friend,
. a cry of a hen or a goose cackled the pullet happily.
And then they became the best of
friends.

C. Post Reading Activities:

squeezed cackle 1. Answering the motive question:
farther scratch What is the best thing to be,
according to the giraffe?
4. Motive Question:
What is the best thing to be, 2. Comprehension Check:
according to the giraffe? Have the pupils answer he
following questions:
. During Reading Activities: a. Who was very tall? Very
Have the pupils listen to short?
the story. Let them take b. Why is it good to be tall? How was
down important details this shown in the story?
about the story. c. Why is it good to be short? How
was this shown?
THE LONG NECKED GIRRAFE d. What became the giraffe and the
AND THE HUMBLE PULLET pullet at the end of the story?
e. Do you agree with the giraffe that
There was a giraffe that was very it is best to be what you are? If
tall. He always said, It is good to be tall. so, give examples.
Oh, how good it is to be tall.
3. Engagement Activities:
Oh, no. It is good to be short. Have the pupils perform the following
Honesty, it is wonderful to be short, said activities:
the pullet.
Let us take a walk and see, the GROUP 1: LIGHTS, CAMERA, ACTION
giraffe answered back. They came upon a
Choose the part that you liked best in the
wall. There trees near the wall. The giraffe story. Then make a script and dramatize the
ate and ate leaves of the trees while the chosen part.
pullet just looked and looked.
GROUP 2: WRITE ME A LETTER
See, it is good to be tall! I told you
so, the giraffe said to the pullet in between Choose your most liked character
big bites. or most disliked character and write a letter
to the character expressing your feelings to
Let us walk farther and see, said him/her.
the pullet. They came upon a very high wall.
The pullet wished she could cross the tall
wall, but with her size, she thought she
couldnt. All of a sudden, she saw a hole at
the bottom. The pullet squeezed herself and
went into the vegetable garden. There she
ate and scratched while the giraffe waited
GROUP 3: WRITING A PARAGRAPH
patiently.
Give the advantages and
See, it is good to be short, the disadvantages of being
pullet said when she joined the giraffe a. a tall child
again. b. a short child

GROUP 4: I WRITE A SONG!

Identify the lesson of the story and

compose a song that tells the moral lesson
85 of the story. Prepare to sing your song to
the class.
 GOLD (Grammar, Oral
Language Development)

1. Drill: Pronunciation drill: 5. Discussion:

Have the pupils recite the given What are the nouns used in the
tongue twister: letter above?
Have the pupils write the nouns
Harry Hunt hunts heavy hairy hares such as time, city, expressway,
Does Harry Hunt hunts heavy hairy flyovers, skyscrapers, center, sights,
hares? farmhouse, and wildlife
If Harry Hunt hunts heavy hairy What do you notice about the
hares, nouns time, center and sights? (They
Where are the heavy hairy hares are one-word nouns)
Harry Hunt hunts? How about the words expressways,
flyovers, skyscrapers, farmhouse, and
2. Motivation: wildlife, what characteristics do they
Look for the nouns in the crossword have in common? (They are formed
puzzle below. by putting two nouns together.)
What are the nouns that make up
I J H L V D S H M O
expressways, flyovers, skyscrapers,
K C V O I C E K A G
Q M E L O D Y G S T farmhouse, and wildlife?
W F V T L B U Q T F How do we call these nouns?
A U C T I O N E E R (They are called compound nouns)
A B I P N W B R R O How are compound nouns formed?

3. Review: Checking of assignment: Study how the plural of the following

Direction: Read each sentence. nouns are formed:
Complete the sentences with the correct
plural form of each noun in parentheses. father in law fathers in law
editor in - chief editors in chief
1. Three ____ and three boys form a team. bookshop bookshops
(man) court martial courts martial
2. Two ____ play water polo. (woman)
3. A family brought their ____ so they can Discuss the different ways on how
play musical chairs. (radio) compound nouns are formed.
4. These soccer players can run as fast as Discuss how compound nouns
_____. (deer) form their plural.
5. The players voices created _____ (echo) Discuss further. Use the given
information under Remember.
4. Presentation:
Have the pupils read the letter below 6. Fixing Skills:
Direction: Write each sentence. Complete A. Think of a compound noun that
the sentences with the correct plural form of fits the given meaning.
each noun in parentheses. Ex. the sun goes down - sunset
October 5,
2009 1. a box for letters
Dear Rose, 2. worn on a rainy day
How are you now? About 3. catches fish
me, Im having a great time 4. gives a flashing light for
here in the city. Ive traveled emergencies
along wide expressways and 5. a game played with a basket or
flyovers. Ive seen skyscrapers goal
at the center of the city. I was
overwhelmed by all these
sights. But you know what? I
86
miss our farmhouse and the
wildlife we enjoy so much.
Anyway, Ill be back there in a
7. GENERALIZATION:
What are compound nouns?
How are compound nouns formed?
How do compound nouns form their
plural?

REMEMBER:

A compound noun consists of two or

more words. It may be a combination of:
1. noun + noun
Armchair - armchairs GROUP 3:
2. verb + noun Riddle fun. What am I? Write a
Breakwater - breakwaters compound noun to answer each riddle.
3. verb+ adverb Write also its plural form.
Breakdown - breakdowns
4. noun + adverb 1. I am a bird with black feathers.
passer-by - passers-by 2. I am the light from the sun.
5. noun + adjective 3. I am the wife of your brother.
court martial - courts martial 4. I am a big thorny fruit.
6. noun + prepositional phrase 5. I am a machine that flies like a
brother in law bird.
brothers in law

There are three forms of compound GROUP 4:

noun. They can be separate words like Make compound word by matching the
beauty queen; hyphenated as in officer - -in nouns in the two columns. Then write its
charge; or they can be combined words as in plural form.
sideline.
1. way boat
2. tug path
3. teller knob
The following rules are applied to 4. suit barrow
5. house story
form the plural of compound nouns: 6. flower case
7. wheel dog
1. When the second word is a noun 8. door sun
(noun + noun, verb + noun), add s at
the end of
the compound. This rule also applies to the B. Independent Practice:
majority of compound nouns. (verb +
adverb). Match the words in column A and
column B to form compound words. Then
2. In combinations such as noun + write the plural form of the compound
adverb, noun + adjective, noun + word formed.
prepositional phrase, add s to the main A B
noun. 1. river hook
2. board car
8. APPLICATION: 3. bell bar
A. Guided Practice: Divide 4. fish bank
the pupils into group. Have the 5. box card
pupils perform the activities given. 6. salad bath
7. bird fruit
GROUP 1:
Form a compound noun based on IV. EVALUATION:
the given definition. Then write its plural
form. A. GOLD. Direction: Match the words in
GROUP
1. a 2: store where medicines or drugs column A with column B to form
Answer
are sold. each question with a compound nouns. Then write its plural
compound noun.who
2. a person Then write its
pushes plural form.
drugs form.
illegally.
3.1. aWhat dotear.
drop of you call the yard at the
4. abackroadof the house?
crossing a main road A B
5.2. aWhat kind of
ball game belt isby
played used
footin a car or
an airplane? 1. guard field
3. What do you call the shoe of a
horse?
4. What kind of fruit has a star in its 87
name?
5. What kind of bird has a black
feather?
 2. wheat top on the board. Then the teacher guides the
3. tree house pupils in arranging them in logical
4. earth shell sequence to create a meaningful body.
5. egg worm Then the teacher will also guide the pupils
6. horse cry in formulating the ending of the paragraph.
7. fire child
8. god man 6. GENERALIZATION:
9. flower fighter What is the
10. battle bed characteristic of a good
paragraph?
TS (Transfer Stage)
1. Drill: Pronunciation drill:
Have the pupils read the pair of REMEMBER:
words. Note the difference in their
A good paragraph must have an
sounds. effective beginning and ending. The body
contains the details that support the topic
/e/ /i/ well.
tell till
sell sill
7. APPLICATION:
dead did Have the pupils write the
red rid composition on a piece of paper. Be sure
bless bliss to apply the correct punctuation and
fell fill capitalization. Note the indention at the
spell spill beginning paragraph. Write neatly and
lead lid clearly.
wet wit
IV. EVALUATION:
2. Review: TS. Direction: Call on a volunteer to read
How do we write sentences? aloud his/her composition in class. Guide
the pupils to evaluate it considering these
3. Motivation: questions:
How do you feel about a
storm? 4. Does it have an effective beginning
sentence?
4. Presentation: 5. Do all the supporting details keep
Present the picture of a storm and its to the topic?
effect. 6. Is the ending sentence effective?
Have the pupils talk about their
feeling about a storm. V. ASSIGNMENT:
A. GOLD. Direction: Write the plural
5. Discussion: form of the following compound
(Give each pupil a meta card for nouns:
them to write all the answers to the
questions to be given by the teacher.) 1. sleepwalker
2. aide de camp
What do you encounter/ experience 3. school day
during and after storm? 4. commander in - chief
What activities do you enjoy when 5. dustbin
there is a storm?
What activities cant you enjoy? B. TS. Have the pupils rewrite the
What things delight you? composition on their theme notebook.
(Have the pupils paste their answers
on the board)

Have the pupils arrange all the details

written on the board in order. Have them
also formulate sentences out of the details

88

LESSON # 2
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use nouns plural in form but
singular in meaning.
TS: 4. Sequence events of a story
listened to through guided
questions.
II. SUBJECT MATTER:
GLR: Juan Tamad Sells Rice Cake
GOLD: Using nouns that are plural in
form but singular in meaning.
TS: Sequencing events through guided
questions.
Reference:
2002 Basic Education Curriculum
PELC Speaking 5.6; PELC Listening 5 p 23
Phoenix 21st Century English 6 p 39
English for You and Me Reading p 21 - 23
Across Borders through Language pp. 5 -7
Dynamic Series in English p. 260
Materials: strips of cartolina, index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils recite the tongue twister:
I do like cheap sea trips,
Cheap sea trips on ships.
I like to be on the deep blue sea,
When the ship she rolls and dips.
6. Motivation:
Do you know Juan Tamad?
Do you know any story about Juan
Tamad?
3. Vocabulary Development:
Have the pupils identify the meaning
of the italicized words in the sentences.
1. When one is whistling gaily, he is
whistling ____. (happily)
2. Describe a brook. How is it different
from other bodies of water? (stream)
89
3. What do chores mean? (household
tasks)
4. Motive Question:
What is peculiar (strange) in
the story?
B. During Reading Activities:
1. Have the pupils listen to
the story. Let them take
down important details about the story.
JUAN TAMAD SELLS RICE
CAKES
Wake up, Juan. The sun is already
high in the sky, said Mother.
But I am still sleepy, Mother.
Get up now. Dont just sleep all day.
Help your mother do some work in the
house.
I do help you sometimes, Mother.
Then, get up and go to town. Sell
these rice cakes I have baked early this
morning.
With this, Juan Tamad got up. He
stretched his arms and legs thinking how it
would be nice to still stay in bed.
When Mother came back, she placed a
twisted towel on Juans head so that he
could carry a basket of rice cakes on his
head.
Now go and sell the rice cakes like
how good boys do. Be sure you are paid
twenty centavos for each rice cakes, said
Mother.
And Juan went whistling gaily as he
walked. The basket of cakes was on his
head as he shouted: Rice cakes for sale!
Rice cakes for sale! Come and buy my rice
cakes!
Cheep, cheep! said the birds.
They are twenty centavos each,
Juan said.
Cheep, cheep the birds said and
flew away.
If you do not want to buy my rice
cakes, somebody else will.
Juan continued walking. The sun was
hot. The basket was getting heavy. He
called again, Rice cakes for sale! Who
wants to buy rice cakes?
Soon he came to an acacia tree. I
shall rest for a while, he said. Juan sat
under the shade of the tree. He put the
basket of cakes beside him. Soon, he
began to feel hungry. He got one of the rice
cakes and ate it.
He saw some butterflies in the acacia
tree. Here, pretty ladies, are some rice
cakes, he said.
The butterflies did not say anything.
They are very good. See, Ill get
another one. Come and taste them. The
butterflies flew away.
You think you are too good for my rice
cakes? I shall sell them to somebody else,
said Juan. He got his basket of cakes and
walked on.
Pretty soon, Juan came to a brook. How
cool the water looked! It would be good for
his tired feet. Juan waded in the brook. He
saw some green frogs on the stones. Rice
cakes for sale! Do you want to taste my rice
cakes?
Ko-kak! Ko-kak! said the frogs.
Oh, you want to taste the rice cakes.
Here is one. Juan threw a rice cake to the
frogs. They ate it up.
You want some more? It is only twenty
centavos each.
Ko-kak! Ko-kak! said the frogs.
Juan threw one more rice cake to the
frogs. Then he threw another one. More
frogs came. Ko-kak! Ko-kak, said the
frogs. Juan kept throwing his cakes until
none was left.
Now pay me.
What! You have no money now?
Ko-kak! Ko-kak!
You will pay me next week? All right. I
shall be back next week.
Juan was happy that he sold all the
cakes. He went home, whistling gaily.
When Juan got home, his mother asked,
Did you sell the cakes?
Yes, Mother.
Where is the money?
They will pay me next week.
The following week, Juan went to the
brook to ask payment from the frogs. He
said, Where is the money for the rice
cakes? You said you will pay me this week.
Ko-kak! Ko-kak! said the frogs.
What! You will pay me next week
again? Be sure you do, said Juan. When
Juan came home, his mother asked for the
money. He said, They will pay next week.
Another week passed again, and still
Juan went home without the money. His
mother became angry.
90
I will go with you, Juan, she said.
Let us go and get the money for the rice
cakes.
Juan leads his mother to the brook.
When they were near, they heard the frogs
say, Ko-kak! Ko-kak!
There is where I sold the cakes, said
Juan.
To whom? I do not see anybody,
said Mother.
There! said Juan. Here is my
mother. Give her the money. Pay her for
the rice cakes.
Ko-kak! Ko-kak! said the frogs.
They say they have no money now,
Mother.
You foolish boy! Did you give the rice
cake to the frogs?
Yes, Mother. They liked your rice
cakes very much. They ate them all.
With this, Juans mother became very
angry. How could you sell the rice cakes
to the frogs?
Juans mother dragged him back home
and made him do all the house chores as
punishment.
-Adapted
CT. CRITICAL THINKING
C. Post Reading Activities:
1. Answering the motive question.
What is peculiar in the story?
2. Comprehension Check:
Have the pupils answer the
following questions:
a. In the beginning of the story, what
gives you the idea that Juan is
lazy?
b. What did his mother ask him to
do?
c. Narrate Juans encounter with the
following animals:
1. birds 2. butterflies 3. frogs
d. If you were Juans mother, would
you have reacted in the same way?
Why?
e. Do you know other stories about
Juan Tamad?
3. Engagement Activities:
Have the pupils perform the following
activities.
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
 hill pitch sick

did lips grin

GROUP 2: WRITE A SONG! mix kill chill
tick list rid
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to bit still chip
the class. lift fit lid
slid ditch

GROUP 3: STORY GRAMMAR Have them read the following phrases:

ORGANIZER
Have the pupils complete the story A silly kitten a dripping pitcher
grammar organizer: Spilled milk kill the insect
Hit with a stick a big fish
Title: _________________________ The fifth gift fit for a king
Author: _______________________ A written will with a grin

2. Review: Checking of assignment.

Who is the main character? Direction: Write the plural form of the
following compound nouns:
Where and when did the story take place?

1. sleepwalker
What is the problem or conflict? 2. aide de camp
7. school day
8. commander in - chief
9. dustbin
What did the main character do to solve
the problem?
3. Motivation:
Have the pupils read the following
words:
How did the story end?
Aeronautics news
Physics series
Civics species
GROUP 4: DRAW ME!
Draw Juan and one of the animals in the What are the numbers of these nouns?
story. Make a dialogue between the two Let us see.
using the bubble.
4. Presentation:
Juan: Animal: Have the pupils read the following
sentences:

1. Mathematics is more fun when it

is learned with friends.
2. Politics is the favorite topic of
Allow the pupils to perform the conversation of my parents during
activities under limited time. Sunday gatherings.
3. Measles is contagious.
GOLD (Grammar Oral,
Language Development) 5. Discussion:
What are the underlined words in the
1. Drill: Pronunciation drill: sentences?
Have the pupils recite the following What are these nouns?
words with /i/ sound. How do these words end?
What are the numbers of these
nouns?

91
 What from of the verb is used with
these nouns?
Discuss further. You may use the
information given under REMEMBER.
6. Fixing Skills:
Direction: Underline the correct verb
form in each sentence.
1. Physics (is, are) Karls favorite
subject.
2. The news (is, are) aired today.
3. Economics (is, are) a subject in high
school.
4. Politics (is, are) an interesting topic
for debate.
5. Mumps (is, are) contagious disease
and it usually breaks out during
summer.
7. GENERALIZATION:
What form of the verb
is used with nouns plural
in form but singular in
meaning?
REMEMBER:
.
Nouns such as aerobatics, billiards,
civics, mumps, mathematics, measles,
politics all end in s. Yet this does not
mean that it is used in the plural form.
Although these words end with an s, they
are still considered singular. Hence, the
verb used is singular.
8. APPLICATION:
Have the pupils perform
following activities given.
GROUP 1:
Direction: Choose the correct verb form in
each sentence.
1. The study of Civics (demands,
demand) that we understand our
countrys history.
2. Social Studies (has, have) become the
most interesting subject for Sherwin
this year.
3. The senior students say that Physics
(is, are) fun and interesting subject.
4. The human species (is, are) a thing of
GROUP
wonder2: and beauty.
Direction: Write the correct form of the verb
in the parentheses to complete the
sentence.
1. Measles ____ all over his body.
(spread)
2. Mumps ___ caused by virus. (be)
3. Tonsillitis ____ swelling of the throat.
(cause)
4. The Philippines ____ plenty of
historical places and tourists spots.
(have)
5. Mathematics _____ fun. (be)
GROUP 3:
Place a check on the blank if the
subject agrees with its verb. If not, rewrite it
in the correct form.
____1. The Philippines is made up of more
than seven thousand islands.
____2. Mathematics are interesting and
enjoyable subject.
____3. Billiards is becoming popular
among youngsters now a day.
____4. Measles are epidemic in rural areas
especially during summer time.
____5. Physics is a difficult among
students.
GROUP 4:
In each sentence, find a noun that
is plural in form but singular in meaning.
1. Ivy helps Ferlin with her report on the
different species of insects.
2. Many students find Physics difficult.
3. Have you heard the good news?
4. The Philippines is the home of many
talented artists.
the
IV. EVALUATION:
A. GOLD. Direction: Write
the correct form of the verb in the
parentheses to complete each
sentence.
1. Tuberculosis ____ one of the
effects of excessive cigarette
smoking. (be)
2. Mathematics ___ somewhat a
difficult subject because of
Mathematical problems and
computations.
3. Philippines ____ three big groups
of islands. (have)
4. Home Economics ____ now a
subject for both girls and boys.
5. Measles _____ continuously over
his body. (spread)
92
 in developing the ability of presenting
TS. (Transfer Stage) ideas in related, orderly manner.
1. Drill: Pronunciation drill.
Have the pupils recite 6. Fixing Skills:
the tongue twister given. A. Direction: Read the paragraph and
then answer the questions that follow:
Id rather lather father
Than father lather me. After painting the picture of a dragon,
When father lathers, Ben left it to dry. He framed his picture
He lathers rather free. and hung it on the wall.

2. Review: Checking of assignment. What did Ben do first?

3. Motivation: _________________
How do you feel when you failed in What did he do after painting the picture?
fulfilling your dreams/desire? __________________________________
4. Presentation: ___
Have the pupils read the paragraph What did he do next?
given: ___________________
The Fox and the Grapes What did he do last?
____________________
A hungry fox went into a vineyard B. Have the pupils read the given
one day. There he saw bunches of sun- paragraph. Then have them sequence the
ripened grapes hanging high on the vine. events by answering the questions given.
They looked so plump and juicy he could
almost taste them. First, he jumped up to Allyson saw flames coming from a
seize the nearest vine, but he found out that big warehouse in the neighborhood.
it was too high and he couldnt reach it. Next, he ran home to call the Calapan
Fire Department. Then the firemen
Then he jumped again and again. arrived to put out the fire. Finally, fire
But hard as he tried he just couldnt reach was extinguished after a couple of hours.
any of the grapes. Next, he concentrated on
the lowest bunch and exerted all his effort to 1. What happened first?
reach it but still he failed. Finally, he gave _________________
up and walked away. With one last look at 2. What happened next?
the grapes he said, Anyone can they are ________________
sour. This just goes to show that it is easy 3. What happened after that?
to despise what you cannot possess. _________
4. What happened finally?
5. Discussion: ______________
Have the pupils answer the
following questions:
7. GENERALIZATION:
1. What was the first things happened How do we arrange
in the story? events in a story?
2. When did the fox go into the
REMEMBER:
vineyard?
3. What happened after the fox tried Sequencing is arranging events in
jumping several times? order. In a story, things happen in a certain
4. What was the last thing happened? order so that it makes sense. Understanding
the order helps you understand the story. To
Understanding the flow of events point out how events are connected in time,
and following what had happened to the SEQUENCE CLUE WORDS are used.
characters of the story make the story
enjoyable to the readers. That is why it Examples of sequence clue words:
is important to learn the skill of First next afterward
sequencing events. Furthermore, after that Before then
finally early morning
knowing how to sequence events helps
meanwhile during

93
at the end as
8. Application:
A. Have the pupils recall the story Juan
Tamad Sells Rice Cake. Let them sequence
the story by answering the questions given.
7. Who is the main character?
8. Where and when did the story take
place?
9. What is the problem or conflict?
4. What did the main character do to solve
the problem?
5. How did the story end?
IV. EVALUATION:
TS: Direction: Read the following
selection. It is about Frank who
made something by mistake. As you
read, think about the order in which
things happen.
HOW POPSICLES CAME
ABOUT
One winter night in 1905, eleven-
year old Frank Epperson from San
Francisco, made a fruit drink. First, Frank
mixed the drink with a wooden stick and left
it at the back porch all night long.
The weather got very cold. Franks
drink turned to ice and the stick would not
move. In the morning, Frank pulled out the
fruit ice, held it, and tasted it. It was great!
Frank called his icy pop the
Epperson Icicle. Soon, he changed it to
Ep-sicle.
The next summer, he made these
pops at home and sold the pops to his
neighbors at five cents each.
In 1923, Frank turned 29 ad started
a business of making and selling ice pops.
His children called them pops sicle and
later changed to Popsicle by Frank. He
made 7 kinds of popsicles. There are now 30
kinds and orange is the best seller.
1. What happened one winter night in 1905?
A. Frank started a business.
B. Frank mixed a drink, left it at the
back porch all night long.
C. Frank sold the drink to his
neighbors.
D. Franks fruit drink turned into ice.
94
2. How did the ice pop get its name?
Number each name in correct sequence.
Write 1,2,3,4 in each box.
Pops sicle Epperson
Icicle
Popsicle Ep - sicle
3. Fill in the missing event in the third
frame. Select from the choices given.
In 1905, Frank Epperson made a fruit drink
that turned into an icy pop.
Frank started a business making and selling
ice pops.
Today, Franks producing 30 kinds of
popsicles far and wide.
V. ASSIGNMENT:
A. GOLD. Direction: Write the noun
being described with the following clues.
Choose your answer form the given nouns.
1. Somewhat a difficult subject because
of mathematical problems and
computation.
2. It is now a subject for both girls and
boys.
3. It has three big groups of islands.
4. It is a contagious disease like mumps
and chicken fox.
5. It is the daily happenings heard over
the radio and on the television.
6. It concerns with citizenry, for the
general welfare or betterment of life.
7. Concerns with the affairs of the
government.
8. It is an acute contagious disease
marked by fever and by the swelling at
the side of the face near the ear.
9. It is a systematic exercise performed in
rhythm by a group with or without
light hand apparatus.
10. The art of performing an activity with
body contortions.
Philippines news
Mathematics politics
Home Economics mumps
Physics measles
Economics calisthenics
Civics acrobatics

B. TS. Arrange the following events in
order. Number them 1 5.
_____ The Japanese caught him delivering
messages to the Filipino guerillas.
_____ His fellow prisoners called him KID.
_____ Pedro was then imprisoned and
tortured.
_____ Pedro Flores was in Grade 5 when
the war broke out.
LESSON #3
I. OBJECTIVES:
GLR: 1. Enjoy listening a story
CT: 2. Answer questions from the story
read.
GOLD: 3. Use gerunds as subjects and
predicate noun/nominative.
TS: 4. Sequence the episodes of the story
through story grammar.
II. SUBJECT MATTER:
GLR: The Parable of the Hostage
GOLD: Using gerunds as subjects and
predicate noun/nominative
TS: Sequencing events through story
grammar.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 3; PELC Reading 5.5.1 24
Phoenix 21st Century English 6 p 297
Growing in English Lang. p. 10 -15
Readings and Communication Skills in
English p. 252
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils recite the tongue twister:
Nina needs nine knitting needles to
knit naughty Nitas knickers nicely.
2. Motivation:
What kind of toy do you want to
have?
What do you do to get this toy?
3. Vocabulary Development:
Have the pupils identify the
meaning of the following words.
a. fantasized -
i m g e
b. glimpse - p p
c. luxury - f t
c o
d. leverage - p w r
d
e. desperate - w r r e
(Answer: imagine; peep; comfort;
power; worried)
4. Motive Question:
What did the boy do in order to
take his wish?
B. During Reading Activities:
1. Have the pupils listen to the story.
The Parable of the Hostage
The eight-year old son of the
farmer dreamt of a small bicycle almost
every night. In school, he fantasized riding
the toy to and from the school. This started
a year earlier when he first saw a blue
bicycle in the general store of the town
shopping center. Since then, he would do
anything to join his father marketing their
fruits and vegetables in town. For the little
boy, getting a glimpse of the bicycle in the
store made his day wonderful.
But the family finances did not
allow such an expensive luxury. The
familys priorities were school fees,
clothes, food and medical costs. A bicycle
was not even in the list.
His only recourse was to pray for a
bicycle. Above the bed of his mother was a
95
framed picture of Jesus Christ. It rested on a
shelf with a vase maintained with fresh
flowers everyday. On a side table was the
image of the Virgin Mary about eight
inches tall, dressed in white, complete with
blue sash.
The little boy prayed alternately to
Jesus above the bed and the mother of Jesus
on the side table. The plea was the same.
Please send me the blue bicycle from the
general store in town. I will do anything if
you give me the toy.
Since Christmas was coming, the
young lad used the occasion as leverage.
Christmas will soon be here. Please
consider a gift for me. There is only one toy
I want in the world. Nothing less matters
me. All I want this Christmas is the blue
bicycle.
Night after night, he prayed with all
intensity (dasal na buong taimtim) but
nothing happened. He went to bed full of
hope and expectations, especially after his
evening prayers. In the morning he would
run to their living room to see if the bicycle
had been delivered during the night. Then
the boy would open the kapis (flat shell)
window to check if the toy was packed in the
yard fronting the main barrio road.
Still nothing happened. The young
lad had become desperate. Several times he
heard adults citing a proverb as follows:
Kung hindi makuha sa santong dasalan,
kunin sa santong paspasan. (If you cant
get it through fervent prayers, get it by
force.).
The boy went to the side table and
got the image of the Virgin Mary. He
wrapped it in an old newspaper and tied it
with string. Carefully, he placed the bundle
in an empty shoe box and covered it
properly. As double precaution, he tied the
box with another piece of string.
Then he went to the rice bin
(bigasan) which was a small barrel with a
wooden cover. With his right hand, he dug
out the husked rice (bigas) and put it in the
shoe box. He covered the box with rice,
forming a mound.
Then the boy returned to the
bedroom and talked to Jesus Christ. now, if
you want to see your mother again, you
96
have to send me the blue bicycle.
Meanwhile, I am holding her hostage.
Juan M.
Flavier
CT. CRTICAL THINKING
C. Post Reading Activities:
1. Answering the motive question.
What did the boy in order
to take his wish?
2. Comprehension Check:
Have the pupils answer the following
questions:
1. What was the dream of the eight-
year old son of the farmer?
2. How did his dream start?
3. Why cant he get his dream?
4. What was his only recourse then?
5. What did he do when he wasnt
able to get his dream?
6. If you were the eight year old
boy, what will you do in order to
get your dream?
3. Engagement Activities:
Have each group perform the
different activities assigned under time
limit.
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part.
GROUP 2: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
GROUP 3: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 4: STORY GRAMMAR
ORGANIZER
Have the pupils complete the story
grammar organizer:
Title: _________________________
Author: _______________________
Who is the main character?

Where and when did the story take place?
What is the problem or conflict?
How is sewing used in the first
sentence? (Subject)
Dancing? (Subject)
How is cooking used on the third
sentence? (Predicate Nominative)
How do we call sewing and cooking?
Discuss further.

6. Fixing Skills:
What did the main character do to solve
A. Change the italicized subjects
the problem?
into gerunds.

1. To read biographies is Chesters

How did the story end?
hobby.
2. To draw portraits is my brothers
pastime.
GOLD (Grammar Oral, 3. To write poems has become
Language Development) Allysons hobby.
4. To play guitar is Sherwins hobby.
1. Drill: Pronunciation drill: Have the pupils 5. To jog around our lawn every
read the following morning remains my fathers habit.

/o/ - /a/ B. Underline the gerund in each sentence.

block black top tap Identify whether it is used as a subject or
sock sack hot hat predicate nominative.
lock lack cop cap
bottle battle pod - pad 1. Exercising helps a person maintain a
healthy lifestyle.
3. Review: Checking of assignment: 2. Dancing is a relaxing activity.
Use nouns plural in form but 3. My aunt teaches dancing.
singular in meaning. 4. Her motto was winning.
5. One exciting sport is rowing.
3. Motivation:
Do you have a hobby? 7. GENERALIZATION:
What is your hobby? What is a gerund?
Show pictures of children who are What are the uses of gerunds? How
reading, singing, dancing, swimming, etc. are gerunds used in the sentence?

4. Presentation:
Have the pupils read the following
sentences:
1. Sewing keeps Rosalie busy on
Saturdays.
2. Dancing is a good exercise.
3. Aurefes interest is cooking.
4. My hobby is reading.
5. Discussion:
What are the underlined words in the
sentences?
How do these words end? (-ing)
What is the root word of sewing?
Dancing? Cooking? Reading?
What part of speech is sew? cook?
Dance? Read? (verb)
REMEMBER:
A gerund is a verb form ending in
-ing. It is used as a noun in a sentence.
Just like a noun, a gerund can function as a
subject of the sentence and predicate
noun or subjective complement.
Example:
Subject:
Farming became their main source
of income.
Predicate Noun/Nominative:
My hobby is reading.
A gerund and the words (modifiers
and objects) that go with it make up a
gerund phrase.
Ex.
Catching a cold is ordinary.

97
 Gerund phrase
8. APPLICATION:
A. Guided Practice:
Answer the following questions
using gerunds used as subject or predicate
noun.
1. On windy days, what would you love
doing outside the house?
2. At summertime, what do children enjoy
doing?
3. Do you enjoy going to the beach? What
do you enjoy doing most when youre at given.
the beach?
4. What is your fathers hobby?
5. What do you enjoy doing on weekends?
B. Independent Practice:
Underline the complete gerund
phrase in each sentence.
1. Riding on a plane is one of my worst
fears.
2. Drinking eight glasses of water a day is a
healthy habit.
3. Driving a car is difficult.
4. I waited for the signing of the contract.
5. I choose swimming in the pool instead of
bathing in the river.
_____ Pedro was then imprisoned and
tortured.
_____ Pedro Flores was in Grade 5 when
the war broke out.
3. Motivation:
What do you think happens when
an alligator lizard is attacked by an
enemy?
10. Presentation:
Have the pupils read the selection
The Tail That Saves
When an alligator lizard is
attacked by an enemy, it drops its tail. The
tail has a part where the bone breaks off
easily. The break closes quickly to stop the
lizard from bleeding.
The tail keeps wriggling after it
leaves the lizards body. The attacker
thinks its still part of the lizard and
pounces on it. This gives the lizard time to
get away. In time, the lizard grows a new
tail.
Adapted from Jane
Ervin
Reading for Meaning 6

IV. EVALUATION: 11. Discussion:

A. GOLD: Direction: Think of an appropriate Have the pupils study the Graphic
gerund that will complete each sentence. Organizer below.

1. Sherwins favorite pastime is _______.

2. _______ interests Allyson a lot.
3. Karls favorite exercise is _______. The tail
4. _______ broadens ones knowledge. An The breaks off
5. Jazzers hobby is _______. enemy lizard and the break
attacks a drops its closes to
lizard. tail. prevent
TS (Transfer Stage) bleeding.
1. Drill: Pronunciation drill.
Have the pupils recite the tongue
twister given.
The tail The enemy The lizard
keeps pounces on gets away.
The shape-shifter,
wriggling. the tail.
Shaped like a ship,
Shifts his shape to a shapely sheep.
In time, the
2. Review: Checking of assignment: lizard gets
Arrange the following events in a new tail.
order. Number them 1 5.
_____The Japanese caught him delivering
messages to the Filipino guerillas. Understanding the flow of events and
_____His fellow prisoners called him KID. following what had happened to the
characters of the story make the story

98
 enjoyable to the readers. That is why it
is important to learn the skill of
sequencing events. Furthermore,
knowing how to sequence events helps
in developing the ability of presenting
ideas in related, orderly manner. _____a. The lizard eggs hatch.
_____b. Trees, vines, roots and weeds are
12. Fixing Skills: carried out to sea.
A. Arrange the following events in _____c. The plants wash up onto a beach
order. Number them 1 5. on the new island.
_____d. A fat green lizard crawls on the
____ Fernando Maria Guerrero studied law island.
at the University of Sto. Tomas.
____ He was sent to the United States to B. Arrange the following events in
help work for Philippine order. Number them 1 5.
Independence.
____ He finished his college education at _____Balagtas fell in love with a beautiful
the Ateneo de Manila. lady from Pandacan.
____ He was made an officer by General ___ He wrote better poems than his
Antonio Luna. teacher.
____ He worked for La Independencia. ___ Balagtas was already weak when he
got out of prison.
___ He married a good and beautiful
7. GENERALIZATION: maiden from Bataan.
How do we arrange events in a ____ He began his studies with the town
story? priest.

REMEMBER:
Events in a story happen in certain IV. EVALUATION:
order or sequence. Knowing the Direction: Read the story
sequence can help you understand why then complete the organizer
things happen. Understanding the order below.
helps you understand the story. To point
out how events are connected in time, Life Cycle of a Butterfly
SEQUENCE CLUE WORDS are
used. Butterflies go through four stages
of life; egg, larva, (caterpillar), pupa
Examples of sequence clue words: (chrysalis) and adult. This process is
First next afterward called metamorphosis. A butterflys larva
is called a caterpillar and it spends its
after that Before then
days munching leaves. When a caterpillar
reaches full growth, it spins a cocoon.
finally early morning Inside the protective sack, it undergoes
meanwhile during great changes and eventually a beautiful
at the end as flying adult emerges as butterfly.

8. Application:
A. Have the pupils read the
paragraph. Number the events to show
the correct sequence.

One day, something special comes

to the island. It is a clump of floating
tress, vines, weeds and roots. The
plants are from an island far away.
They were carried out to sea. As they
wash up onto a beach on an island, a V. ASSIGNMENT:
fat green lizard crawls off the raft. A. GOLD: Read Marlons story.
Then she lays her eggs on the island. Complete his story by using the
Finally the eggs hatch and the island
has whole family of lizard.
99
appropriate gerund. Choose from the list Reference: 2002 Basic Education
inside the box. Curriculum
PELC Speaking 5.5.5; PELC Reading 1.4
waiting placing flying
standing protecting being Phoenix 21st Century English 6 p 297
watching driving staying Reading for Meaning p 46 - 59
picking guarding Growing in English Lang. p. 10 -15
Readings and Communication Skills in
English p. 252
Im giving this scarecrow the job of _____ Linking the World through English pp.
in the field. _____ it in a good spot in 288 - 292
important. I enjoyed ____ a scarecrow on
the job. Its presence has changed the crows Materials: strips of cartolina. Index cards,
habit of ____ in the fields. Now, its usual
activity is ___ above the corn. By ____ the III. Procedure:
crow away, the scarecrow is doing its job. GLR: (Genuine Love for Reading)
A. Pre-reading Activities:
B. TS. Direction: Arrange the following 1. Drill: Pronunciation drill:
events in order. Have the pupils read the following
words:
_____ When the fight for our freedom /u/
started, Apo Mena joined the rebels.
_____ He served as governor of Ilocos Sur. uncle love study
_____ He was sent to the U.S. to represent come public utter
the country in the World Fair. subway us done
_____ He spent his time in keeping alive up son
the peoples interest in arts, letters, enough
and music. under some
_____ He formed bands and orchestras country
which played native music.
2. Motivation:
Do you believe in magic?

3. Vocabulary Development:
Have the pupils know the
meaning of the following words by
rearranging the letters to form the
words.

flat invisible
pneumonia rummaged
LESSON # 4 wiggle pills

I. OBJECTIVES: 1. llsip _____________ (medicine)

2. legwig ____________(to shake)
GLR: 1. Enjoy reading a story 3. tlaf _______________(lying
CT: 2. Answer questions from the story straight)
read. 4. niaompneu _________( a kind of
GOLD: 3. Use gerunds as object of the illness)
preposition and appositive. 5. visinblei _________( cannot be
TS: 4. Identify the antonyms of words. seen)
6. gedamrum ___________(searched)
II. SUBJECT MATTER:
GLR: The Magic 4. Motive Question:
GOLD: Using gerunds as Object of the Have the pupils organize
preposition and appositive. their own questions.
TS: Identifying antonyms of words.
B. During Reading Activities:

100
1. Have the pupils listen to the story. Let
them take down notes about the story
they are going to listen.
THE MAGIC
Mama, wheres Uncle Ramon?
Bobby asked his mom right after he
woke up, one morning.
Son, your uncle is sick. He needs to
rest in the hospital. He has been
confined for observation of his heart
ailment. But his doctor said hes all right
now, explained Mama Rosa.
Uncle Ramon and Mama Rosa are
brother and sister. Uncle Ramon has
been quite sickly even in his younger
days. He was not allowed to do
strenuous jobs. When Bobby was still a
year old, Mama Rosa took Uncle Ramon
to look after her son because she worked
full time in their supermarket.
Now that Bobby is nine years old, he
still clings to his uncle who loved his
antics so much. The two have something
in common. They love magic. Uncle
Ramon had an invisible magic wand. He
kept it in along blue box tied with a red
ribbon. No one knew about it except
Uncle Ramon and Bobby. It was their
secret.
Did Uncle Ramon bring our magic
box, Mama? asked Bobby.
What box, Bobby? replied Mama
Rosa.
Oh, you dont know about it,
Mama. I guess, Ill have to wait for
Uncle Ramon to come home so we can
have our magic tricks, whispered
Bobby to his mother.
Well, you better wait because next
week, hell be out in the hospital. Hes
okay now. Hes just resting there,
elaborated Mama Rosa.
Thanks, Mama! So, well play
again, added Bobby.
Suddenly, Bobby felt happy with
magical feeling. His lunch tasted better.
His toys seemed to talk to him. Crabby
feelings melted away. And the sun made
rainbows through their kitchen window.
101
His mother prepared his lunch box
and brought him to school. When his
Uncle Ramon was sick, it was his
mother who took care of Bobby and
his little brother.
Weeks went by. At last, Uncle
Ramon came home. His laughter could
be heard now from his room. Bobby
felt good and inspired to study well.
Most of the time, Uncle Ramon sat
in his chair and read books. He was so
quiet and just stared at Bobby.
Bobby remembered how it used to
be. They used to have fun together.
Those were the days when they stayed
in a flat near the supermarket. Ill
make Uncle Ramon happy, Bobby
said to himself.
Bobby rummaged in his closet. He
got a small white box, opened it then
whispered, Abracadabra, ssh! Boom!
Make some magic for Uncle Ramon
and me!
Booby ran to his Uncle Ramon.
Looked here, Uncle, he said and
waved something around.
Whats that? Uncle Ramon
asked.
Its an invisible magic wand. I
rearranged my closet and I got this
box. Just like the one that we had
before, only smaller! said Bobby.
He waved it again and touched
Uncle Ramons chin. He made faces
and tried to wiggle his nose.
Uncle Ramon laughed.
Oh, I made you laugh again,
Uncle Ramon. Youre okay now. Youre
well! Lets play and have fun
together!
Yes, Bobby. I forgot about our
magic. Its good you brought it back!
said Uncle Ramon laughing.
Its a new one, Uncle. Ill tie one
tonight with a string so it wont get
away.
Good, do it now, Bobby! asked
Uncle Ramon, as he took some pills.
Bobby went to the kitchen and
looked for a piece of string.
Abracadabra, sssh! Boom! he
shouted. The happy feeling was back
 again in the house. And the sun shone
brighter through the kitchen window
and made rainbows.
-Adapted from Highlights for
Children
CT. CRITICAL THINKING
A. Post Reading Activities:
1. Answering the Motive Question:
5. Comprehension Check:
Have the pupils answer
following questions:
A. Were Uncle Ramon and
Bobbys secret magic a real
thing? Why?
B. Why did Uncle Ramon create it in
the first place?
C. How did Bobby enjoy the magic
of Uncle Ramon?
D. How was the magic returned?
E. How did it affect Uncle Ramons
health?
F. Was Uncle Ramon a good uncle?
G. How did the story end?
6. Engagement Activities:
Have the pupils perform the
following activities under time limit.
GROUP 1: LIGHTS, CAMERA, ACTION
How did Bobby show his love for his
uncle? Make a script and dramatize it.
GROUP 2: THANK YOU
Make a Thank-you Letter for
someone you would like to extend your
gratitude to.
GROUP 3: GET WEL SOON!
Make a Get-well Soon Letter for
someone who is sick.
GROUP 4: DRAW ME
Was Uncle Ramon a good uncle to
Bobby? How? Show though a drawing.
GOLD: (Grammar, Oral,
Language Development)
1. Drill: Pronunciation
drill:
Cecille likes to sell a pencil
A pencil Cecille likes to sell
Looks like a pen with a seal
Rather than a pencil.
2. Review: Checking of assignment.
3. Presentation:
Have the pupils read again the
paragraph.
the We, Filipinos, appreciate good
taste in our food. We love eating very
much. We are satisfied by preparing
our food with the least cost required.
4. Discussion:
How are we satisfied?
We are satisfied by preparing
our food with the least cost
required.
What word comes before the
gerund in the sentence? (by)
What kind of word is by?
(preposition)
How is gerund in the sentence
used? (object of the preposition)
Have the pupils read the given
sentences: Have them identify the
gerund used in the sentence.
1. No one really benefits from
cheating.
2. I want to learn more about healing.
3. Her hobby, sketching, eats up most
of her time.
(Sentence #3 is used as an
appositive)
Discuss further.
5. Fixing Skills:
Underline the gerund used in the
following sentences then write whether
it is used as object of the preposition or
as an appositive.
1. She improved her Math skills by
practicing.
2. We should know the benefits of
listening from learned men.
3. Claire will report on the basics of
dancing.
102
 4. My favorite sport, playing tennis, GROUP 3:
keeps me in shape. Suppose you won in a lottery
5. His field of specialization, amounting to P 1,000,000. Write a
paragraph telling how you will spend
advertising, requires creativity. the money. Use gerund in the
sentence.
6. GENERALIZATION:
What are the other uses of gerunds?
GROUP 4:
What do you do during summer?
REMEMBER: Have each member of the group answers
the question using gerund as object of
A verb that ends in ing and is used the preposition, and appositive.
as a noun is a gerund. Aside form being
used as a subject and predicate
noun/subjective complement, a gerund also Independent Practice:
performs the same function as any other Direction: Underline the gerund used
noun in the sentence such as: in the sentences and then write its
function.
1. Object of the Preposition when the
gerund used comes after the 1. Some painters use sponges for
preposition. mixing colors.
Example: 2. His work, baking bread, helps the
She will report on baking. community.
prep. Gerund 3. Thank you for getting me out
2. As an appositive there.
Example: 4. Ill explain about sewing next
She spends most of her time in time.
productive pastime, baking cookies.
IV. EVALUATION:
7. APPLICATION: A. GOLD: Direction: Underline
a. Guided practice: Have the pupils the gerund in each of the
perform the following activities with following sentences and
the group: identify its function:
GROUP 1:
Write sentences for the following 1. The crop was ready for harvesting.
gerunds with their given function: 2. The project, keeping the
community clean and green, I
1. cooking (appositive) supported by the people.
2. fencing (object of the preposition)
3. jogging (appositive) 3. The crop was ready for harvesting.
4. traveling (object of the preposition) 4. Their job, baking cookies,
provided more earnings.
5.Their newfound work, tilling
GROUP 2: and weeding the land,
Underline the gerund in each proved to be very
sentence. Write whether it is used as
exciting.
object of the preposition or as an
appositive.
TS (Transfer Stage)
1. Mabini became one of the pillars of the 1. Drill: Pronunciation drill: Have the
Revolution, committed to the ideal of
pupils read the following words
freeing the Philippines from the
Spaniards. focusing in /I/ and /iy/
2. A congested classroom is not
conducive to learning. /I/ /iy/
3. Eds talent, painting, is his greatest mill meal
contribution in the school.
sit seat
4. His job, writing articles for the La
Solidaridad, was a well-kept secret. win wean
still steal
rid read
live leave

103
 pill peal
din dean

What descriptions did Dickens use?

(Opposites)
2. Review: Checking of assignment: Have the pupils study the
Direction: Select from the word box the following words:
synonym of the given word. Write it A B
below the given word. The first one is
done for you. best worst
wisdom foolishness
real coarse belief incredulity
genuine _______ light darkness
hope despair
everything nothing
value decline
________ _______ 5. Discussion:
What are the given words under A
and B tell us?
What are these words?
What are antonyms?
promise late
Discuss further.
________ ________
6. Fixing Skills:
A. Direction: Identify the antonym
pairs in each of the following sentences.
Word Box Then underline them. The first one is done
rough pledge
for you.
worth refuse
genuine tardy
1. She may be my friend, but she can also
be my worst adversary.
2. The Ten Commandments were given
3. Motivation: to establish order from chaos.
Have the pupils identify the opposite 3. Her sad expression turned jubilant
of the following: when she heard the glad news.
North - _____ 4. I found out he was friendly, not
Right - _____ belligerent as he was rumored to be.
Up - _______ 5. Dont dawdle nor hurry, but take
Smooth - ______ enough time to do your work well.
Correct - ______
B. Read each sentence below. Copy
4. Presentation: the italicized word on the first
What do the given words tell us? column of the form following the
sentences. Then copy its antonym
Have the pupils study how the found in the same sentence on the
author, Charles Dickens of A Tale of two second column. Number 1 is done
Cities effectively describes the for you.
confusion at the time the story took place.
1. Her quiet words belied the furious
It was the best times, it was beating in her heart.
the worst of times. It was the age of 2. The pleasant afternoon was interrupted
wisdom, it was the age of foolishness, by a violent earthquake.
it was the epoch of belief, it was the 3. The walk to the seashore was easy but
epoch of incredulity, it was the the climb up the mountain was
season of Light, it was the season of arduous.
Darkness, it was the spring of hope, it 4. To a quiet person like me, the visitor
was the winter of despair, we had seemed to be a garrulous man.
everything before us, we had nothing
before us.
104
5. We wondered whether her act was
inspired by kindness or by malice.

ITALICIZED WORD ANTONYM IN THE

SAME SENTENCE IV. EVALUATION:
1. furious 1. quiet TS. Direction: From the list of words
2. 2. below, select the antonym of the
3. 3. underlined word in each of the
4. 4. sentences.
5. 5.
The winner was a sluggish runner.
7. Generalization: It is humid in the jungle.
What are antonyms? A glass toy would be fragile.
I like my cereal to be soggy.
@ Antonyms are words with 5. Sometimes, my brother exhibits
opposite meanings. Antonyms are weird behavior.
used effectively in making
descriptions. Opposites show strong
dry burn
contrast between two ideas, persons
strong normal
or things.
lively
8. APPLICATION:
A. Replace each underlined word
with antonym. V. ASSIGNMENT:
A. GOLD: Direction: Write 5
1. Our living room is ugly. sentences using gerund as object of the
2. Few plants hang by the windows. preposition and 5 sentences using
3. I feel restless in that room. gerund as appositive.
4. The shelves hold dull pottery.
5. Dark curtains frame the windows. B. TS. Direction: Read the given
sentences below. Supply the
B. Match the words under Column A antonym of each word in
which means the opposite of the words parentheses. Then rewrite the
under column B. sentences with the needed
antonyms.
A B
1. pretty a. big 2. Mr. Abiog is very (rich). He lives in a
2. dry b. deep (big) house, wears (expensive) clothes
3. short c. ugly and eats (costly) food.
4. tiny d. long _______________________________
5. shallow e. wet _______________________________
______________________
C. Direction: Write each sentence. Replace 3. Sherwin is a (bright) pupil. He always
each underlined word with an antonym gets the (highest) score in tests. He
given from the list of words inside the reads and writes (fast). He has (many)
box. The first one is done for you. friends.
__________________________________
1. Sometimes people smile at what they __________________________________
read. __________________________________
Sometime people frown at what they read. _________
2. There are many wide streets in the city.
3. Mary is very extravagant.
4. How much did your brother gain in his LESSON # 5
business.
5. Everybody is busy today. I. OBJECTIVES:

thrifty narrow
idle lose
frown 105
GLR: 1. Enjoy reading a story
CT: 2. Answer questions from the story
read.
GOLD: 3. Use gerunds as direct object
TS: 4. Write a home reading report.
II. SUBJECT MATTER:
GLR: Gombay and the Wild Ducks
OLD: Using gerunds as Direct Object
TS: Writing a Home reading Report
Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Reading 1.4
Phoenix 21st Century English 6 p 297
Growing in English Lang. p. 10 -15
Readings and Communication Skills in
English p. 252
Linking the World through English pp. 288 -
292
Materials: strips of cartolina. Index cards,
picture of a duck
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils read the tongue twister given:
f. someone who cannot act efficiently
because of disablement
g. someone with peculiar
characteristics.
1. He was such a duck and everyone
loved him!
2. The outgoing president knew that his
decisions would eventually be
challenged by the incoming president.
He is what one may call a lame duck.
3. He had some light clothes made out of
duck.
4. He ducked the moment he sensed a
revolver aimed at his head.
5. It would not be cowardly to duck when
you spot an angry fist coming your
way!
4. Motive Question:
How did Gombay came to be one
of the ducks?
B. During Reading Activities:
1. Have the pupils listen to the story.
Let them take down notes about
the story they are going to listen.
Gombay and the Wild Duck

What does Watt-watt White want? Once there lived a hunter named
Watt-watt White wants a pair of Gombay. There was a pond near his house
white pants. where wild ducks came to play. He had
A pair of white pants is what Watt- been getting one for each day as his father
watt White wants. had before him. But one day he thought,
If I can catch a hundred wild ducks in a
2. Motivation: day, I can be as lazy as I want for ninety-
Have you ever heard of the story nine days. It seemed like a very good
about the man who was allowed to own plan.
as much land as he could and in the end
got just enough to bury him six feet Immediately he set the snare of a
under the ground? hundred loops made with one rope. Then
What does that say about wanting he hid himself behind a tree. It was just
more than you need? before dawn, and he could count ninety-
nine ducks in the loops. He waited for one
3. Vocabulary Development: more duck. Finally, the sun began to show
A word can have more than one bright on his face. Then the birds were
meaning. Have the pupils decide which surprised to know they were in a trap, and
meaning of duck is used in the following flew up all together at once.
sentences. Gombay, holding the end of the rope
went high up in the sky, too. Help, help!
a. a swimming bird he cried from the sky, but nobody could
b. to dive or dip the head hear. Alas, the rope snapped suddenly, and
c. to avoid or evade he went down. Soon, he realized he had
d. cotton fabric become a wild duck as he was falling
e. someone who is considered down. Yes, he was flying now as freely as
attractive or a darling he wanted. It was like a dream for

106
Gombay, but he had to live as a wild duck,
anyway. He felt hungry, so he flew down
near a pond. He found a small fish GROUP 3: WRITE ME A LETTER
swimming in the pond. He was going to
catch it for a tasty meal, but he was caught In the story, Gombay already had what
with a snare like the one that he had used. he needed but succumbed to wanting
more. If you will be given a chance to write
to him, what will you say?
Gombay became sorrowful and said to
himself, What a pity when even one duck is
caught! And I tried to get a hundred ducks GROUP 4: I WRITE A SONG!
at a time. It is indeed the punishment of
God. He shed tears, and they dropped on Identify the lesson of the story and
the rope. Then it snapped. What a miracle! compose a song that tells the moral lesson
of the story. Prepare to sing your song to
Gombay was so glad that he shed tears the class.
again for his great joy. This time the tears GOLD (Grammar, Oral,
flowed down and got his clothes wet. What a Language Development)
miracle again! He became Gombay as he
was. Since then, he stopped hunting wild 1. Drill: Pronunciation drill: Have
ducks and he became an honest, kind the pupils read the following words:
hearted farmer and lived happily forever.
-Yoshimasa Kogawa
jar guard arm card
large charm smart car
CT. CRITICAL THINKING scarf market dark park
C. Post Reading Activities: yard chart hard harm
1. Answering the motive question:
How did Gombay came to be one of Have them read the following
the ducks? phrases. Have them read the words with
/a/ sound well.
2. Comprehension Check:
Have the pupils answer the carve a heart a large scarf
following questions: a mark on the guitar a jar in the barn
a card for Arthur an ark in the park
1. Who is Gombay?
2. What kind of person is Gombay? 2. Review:
3. What did he decide to do one day? Transform the following verbs into
4. What experiences did he have when he gerunds then use each one of them in
became one of the wild ducks? sentences as subject and predicate noun.
5. Did he enjoy being a wild duck?
6. What freed him for being a wild duck? 1. Climb
7. When he was back to being Gombay, 2. Write
what lesson did he learn form his 3. Read
experience? 4. Cook
8. To prove his resolve to be a better 5. Study
person, what did he give up?
3. Engagement Activities: 3. Motivation:
Have each group perform the Have the pupils answer the
following activities. following using questions using gerund.
What do you usually do during
GROUP 1: LIGHTS, CAMERA, ACTION weekends?
Choose the part that you liked best in
What do you like to eat during
the story. Then make a script and recess time?
dramatize the chosen part. What is your fathers hobby?

4. Presentation:
GROUP 2: DRAW ME Have the pupils read the paragraph:
What do you think would have
happened to Gombay if he did become
human again?

107
 We, Filipinos, appreciate good taste 1. Direct Object when the gerund
in our food. We love eating very much. comes after the verb. It answers the
We are satisfied by preparing our food question what.
with the least cost required. Example:
She likes stitching very much.
5. Discussion: verb gerund

Have the pupils underline the gerund

used in the paragraph. The teacher will 8. Application:
write the answer on the board. Have the pupils answer the questions
What do we love very much? given
(Teacher will write the answer)
1. What do your friends love to do
We love eating very much. during weekends?
What word comes before the gerund 2. What does Karl love to do during
in the sentence? (love) winter?
What kind of word is love? (verb) 3. What does Mary Frances like to do
How is the gerund eating used in the very much?
sentence? (object of the verb) 4. What does your mother find
Have the pupils read the following interesting?
sentences:
IV. EVALUATION:
2. Filipino love playing basketball. A. GOLD: Direction: Complete the
e. Mother likes listening to her following sentences using gerund
favorite radio program. as object of the verb.
f. My sister finds dancing
interesting. a. The newscaster came ______ to
catch the event. (run)
What are the gerunds used in the i. The police began _____ the thief.
sentences? (chase)
What word comes before each gerund? 3. Princess and Kim find ______
How are gerunds used in the sentence? interesting. (dance)
Discuss further. 4. The farmers started _______ the
fruits since last week. (pick)
6. Fixing Skills: 7. Agnes loves _______ fiction story.
Answer the following questions (write)
using gerund as object of the verb.
TS (Transfer Stage)
a. What do you love doing during 1. Drill: Pronunciation drill:
summer? Have the pupils read the
b. What does your sister study? following pairs of words:
c. What does your aunt teach?
d. What do you and your friends find /a/ - /e/
interesting? lace less chase
7. GENERALIZATION: chess
vase vest paste pest
What are the other uses of gerund? gaze guess baste best
How is gerund used as direct object hail hell sail sell
or object of the verb?
/a/ - /a/
REMEMBER: fate fat paint pant
A verb that ends in ing and is used hate hat laid lad
as a noun is a gerund. Aside form being main man vein van
used as a subject and predicate eight at pale pal
noun/subjective complement, a gerund also
performs the same function as any other 2. Review: Checking of assignment
noun in the sentence such as: Arrange the following events in
order.

108
 mountain-volcano. It was named after the
_____ When the fight for our freedom beautiful maiden Magayon.
started, Apo Mena joined the rebels.
_____ He served as governor of Ilocos Sur. Plot: a. Magayon and Gat Malayo
_____ He was sent to the U.S. to represent met and fell In love and
the country in the World Fair. decided to marry.
_____ He spent his time in keeping alive b. Datu Buhawen threatened
the peoples interest in arts, letters, and Magayon to a forced
music. marriage.
_____ He formed bands and orchestras c. Before the ceremony, Gat
which played native music. Malayo arrived and a battle
commenced.
3. Motivation: d. Buhawen was killed and so
Do you enjoy reading a story? was Gat Malayo.
e. Magayon killed herself when
4. Presentation: she saw her lover fall.
To be able to read well includes the f. A mountain-volcano rose
ability to interpret and summarized from their common grave.
accurately the content of what you read.
Careful analysis and evaluation are also Moral Lesson: Nothing good comes out
an important part of good reading. from selfishness.
Give an example of home reading Comment: The story has a tragic
report. ending. Because of mans
selfishness, many lives
Book Title: Stories of our were sacrificed.
Country
Title: The Legend of 8. Discussion:
Mayon Volcano What was the title of the home
Author: Amado L. Agorilla reading report?
Place and Date Who is the author?
of Publication: Manlapuz Publishing Who Is Magayon? Gat Malayo?
Co., Manila 1989 Datu Buhawen?
Number of Pages: 3 Why did Magayon consent to the
Setting: Kingdom of Albay marriage with Datu Buhawen?
Characters: Daragang Magayon, What happened when Gat Malayo
Gat Malayo, and Datu tried to stop the wedding of Magayon and
Buhawen Datu Buhawen?
Theme: Love and Sacrifice What is the moral lesson of the
Brief Summary: story?
Magayon was the most beautiful Discuss the parts of a home
maiden in the kingdom of Albay. She fell in reading report.
love with Gat Malayo, a prince from a
Tagalog Kingdom in Tayabas. The two 9. GENERALIZATION:
decided to marry, but Datu Buhawen, the What are the parts of a reading
bravest in Albay kingdom, threatened to kill report?
Magayons loved ones if she would not What does each part tell?
agree to marry him. Magayon consented to
the marriage. On the day of the wedding, REMEMBER:
Gat Malayo arrived and a fierce battle These are the different parts of a home
began. Datu BUhawen was killed. When reading report:
Gat Malayo was about to claim Magayon as
his bride, a friend of Datu Buhawen stabbed 1. Title
him to death. When Magayon saw her lover 2. Author: the writer of the story
dying, she took the dagger and killed 3. Place and Date of Publication: where
herself. The two were buried in a common and when the story was published.
grave. After a few days, the earth on their 4. Number of pages
grave rose and turned into a beautiful 5. Brief summary: important points

109
6. Setting/ Characters where and when
the story happened, major and minor
characters
7. Theme what topic is the story about
8. Plot sequence of events.
9. Moral Lesson what learning the story
teaches.
10. Comments what the reader think about
the story.
7. Practice Exercise:
Have the pupils read a short story.
Have them write a book report using the
format given.
Title:
Author
Place and Date of Publication
No. of Pages
Brief summary
Setting:
Characters:
Plot:
Lesson:
Comments:
IV. EVALUATION:
A. TS. Direction: Have the
pupils read the story. Have
them write a book report using the given
format.
The Rose Bush and the Apple Tree
(Adapted)
Near the apple tree grew a rose bush.
The rose bush saw how much she was
admired and said, Who can compare with
me, and who is as worthy as I am? My
flowers are beautiful to the sight and sweet
to the nostrils. True, the apple tree is bigger
than I, but what pleasure does he give to
mankind?
When the apple tree heard this, he
said, Even though you are worthier than I
in the beauty of your blossoms and the
sweetness of your smell, you are less worthy
in goodness and friendliness.
Tell me, the rose bush said, what
is evidence of your goodness?
And the apple tree answered, You
do not give flowers to man unless you first
wound him with your thorns. But I give my
fruit to all, even to those who throw stones
at me.
110
V. ASSIGNMENT:
A. GOLD: Read Marlons story.
Complete his story by using the
appropriate gerund. Choose from the list
inside the box.
waiting placing flying
standing protecting being
watching driving staying
picking guarding
The crow likes ______ on the
fence. It never gets tired of _____ for me
to leave. _____ our corn is its favorite
pastime. My job is _____ the corn form
the crows. That is why Im giving this
scarecrow the job of _____ in the field.
_____ it in a good spot in important. I
enjoyed ____ a scarecrow on the job. Its
presence has changed the crows habit of
____ in the fields. Now, its usual activity is
___ above the corn. By ____ the crow
away, the scarecrow is doing its job.
B. TS. Direction: Have the pupils read a
short story. Have them make a reading
report for the story that they are going
to read.
LESSON # 6
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use the possessive form of
nouns.
4. Form the possessive of nouns.
TS: 5. Follow series of directions in
prescriptions and experiments.
II. SUBJECT MATTER:
GLR: Pandoras Box
GOLD: Using the possessive of nouns.
Forming the possessive of nouns.
TS: Following Series of Directions
Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Reading 2.1;2.2
Dynamic Series in English p. 42
Phoenix 21st Century English 6 p 28
Linking the World Through English pp.
288 - 292
Materials: strips of cartolina. Index cards,

III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill:
Have the pupils recite the tongue
twister:
Lily Lee listens to lessons,
As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.
2. Motivation:
What does a myth mean?
Have you heard a myth story?
3. Vocabulary Development:
Have the pupils read the
following situation. From the box
below, choose the best word that
describes the situation.
tidiness curiosity
meanness grief
cruelty wickedness
greed
1. Vira, the stepdaughter of Dona Mary,
was washing the clothes one
morning. Another pile of soiled
clothes was given to her and when
she was about to complain, Dona
Mary hit her with her cane.
___________________________
2. Angelo, a naughty boy in Mrs.
Cabrals class was thinking of
putting the used bubble gum on his
classmates seat.
_____________________________
3. Martha was very eager to know
whats inside the forbidden room.
___________
4. Miss Castro asked the children to
research in the library. After an hour,
the bell rang. The children, except
for Arleen, gave the books to the
librarian and went away. Arlene
cleaned the mess that her classmates
left. She pushed the chairs back and
picked all the pieces of papers
scattered around. She returned the
books she borrowed and left the
111
library quietly.
_________________________
5. All the members of the family
were there. Tears kept falling from
their eyes. Their sick father, almost
dying, was giving his last will.
________________
6. Mario received one gallon of ice
cream from his grandfather as a
present. Lito, his youngest brother,
asked for some but Mario didnt
mind him until he had eaten all the
ice cream. _____________
7. An old lady, wearing ragged
clothes in front of Dona Narcisas
house, was asking for a piece of
bread. Dona Narcisa yelled at her
and asked her to go away.
_______________________
4. Motive Question:
Why did Pandora open the box?
B. During Reading Activities:
1. Have the pupils listen to the story.
Let them take down notes about
the story listened to.
PANDORAS BOX
When man had been made, Jupiter
decided that he would make woman, and
send her down to earth. He called on all
the gods and goddesses to help him, and
they did.
Venus gave her beauty. Apollo
gave her the gift of music. Minerva gave
her wisdom and skill in spinning and
weaving. The mischievous Mercury stirred
in for spice a few very human failings,
curiosity among them.
When she was finished, she was
lovely. Quite proud of their handiwork, the
gods named her Pandora which means
the gift of all the gods and Jupiter put
into her hands a chest of ivory, quite small
but intricately carved, with an odd golden
clasp. He cautioned her to keep it by her
always, but never to open it. Then, he sent
her down to earth and presented her to
Epimetheus.
And she made Epimetheus a very
good wife. She was a good cook; she kept
 the house tidy; she wove a beautiful cloth;
and she obeyed her husbands wishes in
everything. In spite of herself, however, she
found her thought turning too often to that
ivory box she had brought with her. Finally,
there came a time when it seemed to her
that she and the box could not possibly be in
the same house any longer unless she knew
what was in it. So she took the little golden
key that hung from it by a silken cord, and
turned it in the lock. The she lifted the lid
just a little, just for a glimpse.
Alas, poor Pandora! In an instant,
the room was filled with tiny ugly winged
creatures, buzzing around the walls and
streaming through the windows. What had
she done? In a panic, she shut the lid again,
but it was too late. For in that box had been
all the evil things the world had not known
before Meanness and Greed, Cruelty and
Pain, and a million others and as soon as
the lid was lifted, out they flew. They have
been flying about ever since, causing all
sorts of grief and misery. What a pity she
ever let them loose!
Have the pupils in each group
perform the following activities:
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in the
story. Then make a script and dramatize the
chosen part.
GROUP 2: DRAW ME
What do you think would have
happened if Pandora followed what was
instructed to her?
GROUP 3: STORY GRAMMAR
ORGANIZER
Have the pupils complete the story
grammar organizer:
Title: _________________________
Author: _______________________
Who is the main character?
Where and when did the story take place?

But there is one thing to be said for
Pandora when, in her panic, she clapped
the box lid shut again, she did just in time.
For in the chest, there with the wicked
winged things was Hope. If Hope had
escaped with the rest, the world would have
been far worse off than it is. But fortunately,
she was left behind. And whatever could we
do without her? Myth-
CT. CRITICAL THINKING
C. Post Reading Activities:
1. Answering the motive question:
Why did Pandora open the box?
2. Comprehension Check:
Have the pupils answer
following questions:
1. Why do you think Jupiter made a
woman?
2. What did Venus, Apollo, Minerva and
Mercury contribute to Pandora?
3. What does the word Pandora mean?
4. Did Epimetheus and Pandora have a
happy marriage?
5. What were inside the box?
6. What do they mean?
3. Engagement Activities:
What is the problem or conflict?
What did the main character do to solve
the problem?
How did the story end?
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
the
Allow the pupils to perform the
activity under time limit.
GOLD (Oral, Language
Development)
Drill: Pronunciation drill:
Have the pupils recite the given
tongue twister:
Cecile likes to sell a pencil/
A pencil Cecile likes to sell,
Looks like a pen with a seal/
rather than a pencil.

112
 5.
2. Review: Checking of assignment: 6.
Have 2 3 pupils give their
sentences using gerund used as direct
object, object of the preposition and as
an appositive.
3. Motivation:
The teacher will present
different things and will ask the
question:
Whose pencil is this?
Whose bag is this?
Whose notebook is this? Etc.
4.Presentation:
Have the pupils read the
dialogue. (To be written on manila
paper) a.
b.
Who Owns That? c.
Precious, Allyson and Jamaica are at
the school playground having their short
break.
Precious: Hey, someone left his bag.
Allyson: It must be Kenneths. I saw him
once using it.
Jamaica: But Kim has also one like it. It
might be his bag.
Precious: Why dont we look for any
identification inside? (looks
inside the bag) Aha, its neither
Kenneths nor JCs. Look at the
ID card here. It is Ralphs bag.
Ivy: (comes close to the girls) Excuse
me. Does anyone of you own this
wallet?
Precious: It is mine. Im glad you found it.
Thank you!
Ivy: You are welcome. I thought it
was Jannelles wallet.
Allyson: Well, now we know who own the
things we found. You have your
wallet Precious. Lets go and
give this bag to Ralph. He might
be looking for it now. 7.
Precious: Yes, lets go girls!
Have the pupils answer the following
questions:
2. What did the girls find?
3. Who did they think owned the bag?
4. What did they do to find the rue owner
of the bag?
113
Who owns the bag?
To whom did the wallet belong?
Have the pupils read the following
statements taken from the dialogue.
1. It must be Kenneths.
2. It is JCs bag.
3. I thought it was Jannelles wallet.
5. Discussion:
What is added after the name of a
person in the sentence? How many own
the bag? Who owns the wallet?
Have them study the following
examples:
The girls school uniforms are still new.
The pupils desks are made of wood.
The butterflies colors attract many
people.
How many own the uniforms? the
desks? the colors? Notice that s is added
to the nouns if the owner is more than one.
Have the pupils study the following
phrases:
knob of the door
key of the room
collar of the shirt
What is used in order to show
possession? (of phrase)
How can we rewrite the following
to show possession?
Discuss how these phrases can be
transform to show possession:
doors knob
rooms key
shirts collar
Discuss further. You may use the
information given under REMEMBER.
Fixing Skills:
Rewrite the following to show
possession:
1. bicycle of Sherwin
2. parents of Lei and Elise
3. tools of the carpenters
4. kites of the boys
5. speech of the president
7. GENERALIZATION:
 What do we use to express
possession? 8. APPLICATION:
Guided Practice:
REMEMBER: Direction: Make your own
A noun that expresses possession, dialogue using possessive nouns
ownership, or connection is in the correctly.
possessive case.
The sign of the possessive case is the GROUP 1:
apostrophe and s. (s) Your group was asked by the
The phrase of the is used with principal to help look for the owners
of the items deposited at the schools
lifeless or inanimate objects.
lost and found nook.
Possessive case of nouns may be
formed in several ways:
GROUP 2:
1. To form the possessive singular, add
You talked among yourselves
s to the singular form of the noun. about the food served at your school
Example: canteen.
Marys song girls dress

2. To form the possessive plural of nouns GROUP 3:

When you arrived home, you find a
ending in s, add the apostrophe () new pair of shoes, a new bag, a new pair
only. of pants, and a new shirt.
Example:
ladies shoes leaders
abilities GROUP 4: Complete the dialogue using
appropriate nouns in their correct
3. Proper names ending in s form the possessive forms.
possessive case by adding the A: We are going to celebrate our ____
anniversary.
apostrophe and s. B: Yes and our teacher wants us to present
a puppet show.
Example: A: The ___ collection of puppets is a large
Jahzeels new shirt Jamess one.
answer B: However, the principals objective was
for _____ to write their own script.
A: Making the hand puppets can challenge
4. In compound nouns, the s is added to the _____ creativity.
the end of the word. B: What could be the ___ share in the
Example: work?
sister in laws recipe
sisters in laws recipes

5. If two or more nouns are used B. Independent Practice:

together to indicate separate Direction: Fill in each blank
ownership, the s is used after each with the possessive form of the
noun. noun at the left.
Example:
Kathys and Sarahs dresses (God) 1. ______ saints should be our
models.
6. If two or more nouns are used (Children) 2. ______ games are often
together to indicate joint ownership, exciting.
the s is used after the last noun only. (doctor) 3. A ____ training requires
Example: Karl and Jazzers boat long hours of study.
(Lady) 4. Girls should imitate our
7. The of-phrase is commonly used with _____ virtues.
inanimate nouns to show possession. (Napoleon) 5. ______ gallantry won
Examples: distinction for him.
end of the story (baby) 6. The ____ loud cry
lock of the door awakened the sleeping
cover of the book mother.

114
(butterfly) 7. A _____ wings are made
up of scales. 5. Discussion:
(deer) 8. The ____ horns are called What is the first thing to do with
antlers. the dirty plates?
(abbot) 9. The _____ hood is What is done next?
missing. What is the next step to take?
(grandparents) 10. Our ______ farm is wide What step follows?
and airy. What is done next?
What is done last?
IV. EVALUATION: This time, write the steps in
A. GOLD: Direction: Rewrite each washing plates.
sentence. Change each underlined
phrase to include a possessive noun. 6. Fixing Skills:
Have the pupils read the
1. The safety habits of the students experiment given on how plants get water
should be perfect. from the soil. Then let them answer the
2. The students listen to the opinions of questions given.
the adults.
3. The comments of the visitors are Have a stalk of celery ready.
helpful. Have a clear glass half filled with
4. The hands of many pupils are raised water.
now. Put a little red food coloring in the
5. The principal reminds students to use water.
the office of the nurse.
Mix it well.
Then drop the stalk of celery in the
TS (Transfer Stage) glass with colored water.
1. Drill: Pronunciation drill:
Let it stay for two hours.
Have the pupils read the
following words with /v/ sound: Observe what happens.

vie veal visage 2. What are the materials you need in

voltage veal valve the experiment?
varnish visa voter 3. What do you put in the glass of
ventral vague virgin water?
vibrant varsity venison 4. What do you do in the celery?
5. How long will you let it stay in the
2. Review: Checking of assignment water?
6. Can you predict what will happen?
3. Motivation:
Do you know how to wash plates? 7. Generalization:
How do we follow
direction?
4. Presentation:
Have the pupils read the directions REMEMBER:
that follow. Directions are useful in telling you
how to make something, like how to cook
First, remove the extra food from the rice and how to get from one place to
plates. another. To follow directions, you must
Then, put the plates, spoons and have steps to take in the proper order.
forks and glasses together. Rinse them
once and soap them, beginning with the 8. Application:
glasses, plates, spoons and forks. Rinse A. Read the directions below.
the glasses and drain them on the drain Mother taught Mary Frances how
board. Then rinse the plates well to cook rice.
followed by the spoons and forks. Drain
them on the dish drain. When dry, keep Here are the steps given to her.
them in the dish rack. First clean the kettle where you will
cook the rice.

115
 Then measure 3 cups of rice.
Wash the rice 2 times.
Put 3 cups of water in the washed rice.
Cook until the rice is done.
Put the stove to low fire.
Then let the rice to cook for two more
minutes to cook the rice well.
Questions to answer:
1. What is the first thing to do when
cooking rice?
2. How many times will you wash the
rice?
3. How much water will you add to 3 cup
of rice?
4. What must be done when there is no
more water?
5. What is the last step to do to cook the
rice well?
B. Read the paragraphs below.
Father went to the farm and
suddenly it rained hard. He got wet and
caught colds. He asked for medicine
from their family doctor.
Here is the prescription he got.
Allyson Gale G. Francisco, M.D.
East Ave., Medical Center
Room 13 MWF 10 12:00 NN
Patients Name: Pedro Canlas Age: 40
Address: 1512 Nacar Sex: M
Date: Apr. 15/10
Px
Phonyl propanolamine HCl 25 mg
- # 15
Chlorphenamine malcate 2 mg &
paracetamol 500 mg
(Neozep forte)
Sig: 1 tablet every 6 hrs for 5
days.
______________
Lic. No. _________
PTR: ___________
1. What medicine was given to him?
2. How many times would he take the
medicine?
3. How long would father take his
medicine?
IV. EVALUATION:
Direction: Read the
directions below. Then answer
the questions that follow.
116
How to Grow a Plant from a
Seed
Get 5 seeds of white beans. (Patani
seeds)
Pour a little water on the seeds in a
deep plate.
Let them stay overnight.
In the morning you will see a root
coming out.
Prepare the pot where you will
plant the seed.
Put sandy loam soil in it and
choose the best seed.
You will put the seed with its root
down in the soil. Plant the other
seeds on the ground or in another
pot of soil. Water them a little and
let them stay where there is
sunlight.
Observe how the plant grows.
Questions to answer:
1. What is the first thing to do with
seed?
2. How long will you let the seeds
stay in the plate?
3. What steps follow?
4. How will you position the seed you
will plant?
5. What do you do next?
6. Where will you put them?
V. ASSIGNMENT:
A. GOLD: Direction: Change the
underlined group of words to include a
possessive noun.
1. The farm of my aunt is in Laguna.
2. The school of my cousins is in a
nearby town.
3. The truck of my uncle takes them
to school.
4. The apartment of Uncle Brad is in
the city.
5. The name of my cousin is Celia.
B. TS. Direction: Read the
paragraph given then answer he
questions that follow.
Jazzer had colds for the past 3
days. He had fever and developed a
cough. His mother took him to a
doctor. The doctor gave him a
prescription.
 Allyson Gale G. Francisco, M.D. Materials: strips of cartolina. Index cards,

East Ave., Medical Center III. PROCEDURE:

Room 13 MWF 10 12:00 NN GLR (Genuine Love for Reading)
A. Pre-reading Activities:
Patients Name: Jazzer F. Age: 15 1. Drill: Pronunciation drill:
Address: 1512 Nacar Sex: M Have the pupils recite the given
Date: Apr. 15/10
tongue twister:
Px
Erythromycin 250 mg - # Should she sell sheers sheets or
10(ERYCIN) should she sell shaggy shawls?
Sig: 1 tablet 2x daily for 5 days
______________ 2. Motivation:
Lic. No. _________ Is it important to be beautiful?
PTR: ___________ Why?
Which is more important, to be
kind or to be beautiful? Why?
1. Where did Mother take him?
2. What medicines given to Ric? 3. Unlocking of Difficulties:
3. How often did he have to take the Have the pupils identify the
medicine? meaning of the following words:
4. How would he take the medicine?
5. How long would he take the appearance a. luck
medicine? 2. deceptive b. pupa
3. bandaged c. look
4. fate d.
misleading
LESSON # 7 5. chrysalis e. tied up
6. scurrying f. rushing
I. OBJECTIVES:

GLR: 1. Enjoy listening to a story 4. Motive Question:

CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use a variety of sentence as to
structure; simple sentence
4. Form simple sentence.
TS: 5. Tell the relationship expressed in
the selection as to cause and effect.
II. SUBJECT MATTER:
What had become Sundri?
B. During Reading Activities:
1. Have the pupils listen to the
story. Let them take down
important details of the story.
2. Use the Direct Reading
Thinking Activity (DRTA)
when telling the story.

GLR: Appearances are Deceptive APPEARANCES ARE

GOLD: Using a variety of sentence as to
structure simple sentence.
Forming simple sentence.
TS: Recognizing cause and effect
relationship.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 6; PELC Reading 6.1 p 23
Explore your World through Language and
Literature pp 58 - 61
Dynamic Series in English 6 p 39
Linking the World through English pp. 328
DECEPTIVE
One day, Bina, the ant, was
scurrying about in search of food. Summer
was almost over and the rain was
approaching. Soon it would be raining
and food would be difficult to find. Bina
knew it was necessary to stock as much as
possible so that her ant colony could have
enough to eat during the difficult months
ahead.
She had collected quite a bit
already. Now she was on the lookout for

117
bits of sweet foods that younger members of
her colony loved to eat after their meal.
Going to and fro between trees and shrubs,
Bina suddenly smelt the sweet aroma of
pastry. She quickly went around the bush
and there she saw it a large bit of pastry
with a whole raisin in it. Just then she
looked up and saw something hanging from
the leaf of a bush. Looking closer, she saw
that it was a tiny tail. It seemed to be all
wrapped up in something, as if bandaged.
Oh, you poor thing! What a sad
fate you have Sundri! I can run anywhere I
wish, climb trees, or go over mountains.
And look at you, you are trapped in your
shell. All you can do is move your tail
around a bit. Even ant children can run
around and do as much as we can. They are
free. You are all bound up and cannot even
move. What a life you must have!
But there was no answer from the
chrysalis. So Bina went on and walk away
with her piece of pastry. Bina did not know
it, but the thing was a chrysalis, the pupa
of a butterfly.
A few days later, Bina came that way
again hoping to find more pastry or biscuit
lying around.
It was unusually hot that day and
she was sweating. Suddenly, a cloud seemed
to come over and she felt a soft cool breeze.
She looked up. Wow! One of the most
beautiful butterflies she had ever laid eyes
on! Light blue spotted with light pink and
yellow dots.
Look at me, Bina. I am your much-
pitied friend. You boasted of being able to
run around and climb mountains. But now
try to get me to listen.
How beautiful and how lucky it is
to be able to fly around free!
And with a graceful flap of her
wings, Sundri, the butterfly flew away like a
soft sigh of the breeze.
-An Adaptation-
CT. CRITICAL THINKING
C. Post Reading Activities:
1. Answering the motive question:
118
What had become Sundri?
(Answer: Sundri had become one
of the most beautiful butterflies Bina had
ever seen.)
2. Comprehension Check:
d. Who is the ant in the story?
e. Why is she scurrying about in
search of food?
f. What did she see something
hanging from the leaf of a
bush?
g. Why did BIna pity Sundri?
h. Do you think Bina was right to
pity Sundri? Why?
i. If you will be Bina, will you do
the same with Sundri?
j. Is it right to boast with
somebody? Why?
2. Engagement Activities:
Have the pupils perform the
following activities under time
limit.
GROUP 1: LIGHTS, CAMERA,
ACTION!
What part in the story did you like
best? Make a script and dramatize it
before the class.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
GROUP 3: WRITE ME A LETTER!
Choose your most liked
character or most disliked character
and write a letter to the character
expressing your feelings to him/her.
GROUP 4: CERTIFICATE OF
RECOGNITION
Describe Sundris attitude. Make a
certificate of recognition for her.
GOLD (Grammar, Oral
Language Development)
 Drill: Pronunciation drill. Why do we say so? (It expresses
Have the pupils recite the given only one idea)
tongue twister: (Do the same questioning for
sentences b, c , d.)
Betty bought a bit of butter but she (use the concept in the
found the butter bitter/ generalization during the discussion)
So she bought a bit of butter to
make the bitter butter better.
8. Generalization:
4. Review: Kinds of a sentence: What is a simple sentence?
Identify whether each sentence is How do we form a simple
declarative, interrogative, imperative or sentence?
exclamatory.
REMEMBER:
i. The teacher speaks clearly. A simple sentence has one
ii. Turn on the radio. independent clause. An independent
iii. Is there news about clause has a subject and a verb and
the hurricane? expresses one complete thought.
iv. Ms. Cruz feed the
chicken. A simple sentence can be formed
v. How heavy the in four ways:
rainfall is!
Simple Subject and Simple
5. Motivation: Predicate
What is a hobby? The food is packed in three
What are your hobbies? ways.
How does your hobby help you?
(Have the pupils write a few sentences to Compound subject and simple
tell about their hobbies.) predicate
Air, water and sunlight are
6. Presentation: needed to make plants grow.
Have the pupils read the following
sentences: Simple Subject and Compound
Predicate
i. Karl collects shells.
ii. Karl collects and sells The rain fell and flooded the
his collection. streets.
iii. Ysa and Princess
make dresses for their dolls. Compound Subject and
iv. Sherwin and Jazzer Compound Predicate
collect poems and write their Butterflies and other insects
own haikus. alight on the flowers and sip
their nectar.
7. Discussion:
What is the subject in the first 9. Application:
sentence? Guided practice:
(Karl) Direction: Make five
What is the predicate? (collects) simple sentences of your own
How many subjects do we have in following the instructions for you.
the first sentence? (One)
How many predicate? (One) GROUP 1:
Your group was asked by your
What kind of subject do we have in
English teacher to write a sentence
the first sentence? (Simple subject) describing your family.
What kind of subject do we have in
the firs sentence? (Simple predicate) GROUP 2:
What kind of sentence is this? You talked among yourselves
(Simple sentence) about the food served at your school
canteen.

119
 1. bright
GROUP 3: 2. thick
When you arrived home, you find
3. pleasant
out that your father has just arrived from
the States. 4. wonderf
ul
5. pretty
GROUP 4:
Write 5 sentences about the things
that you would love to do during Christmas 3. Motivation:
B. Independent Practice: Match the phrases under column A
Direction: Put a check (/) on the with the phrases under column B to
blank before each number if the sentence complete the thought.
tells a simple sentence and cross (x) if it is
not. A B
__1. An apple a day a. ..make the
_____1. Big papayas are raised in that farm. air fresh and
_____2. To get a good grade, you must clean
finish your project early. __2. Exercise and proper bkeeps the
_____3. We waited long hours at the bus diet. doctor away.
terminal. __3. Chain-smoking... c. can cause
_____ 4. Every day, I watch the incoming a
ships. lung cancer.
______5. Tricia and Allyson moved and __4. Trees around us... d. make our
removed their furniture. body strong
and healthy.
IV. EVALUATION:
GOLD: Direction: Complete each 4. Presentation:
simple sentence with a compound Have the pupils read the paragraph
predicate. given:

1. Our neighbor _________________. There is a massive drought or

2. The children at the plaza dryness of land in many places of the
_____________________. country. This happened because the El
3. The river behind our house Nio phenomenon has set into the
____________. atmosphere.
4. The trees at the forest
______________. 5. Discussion:
5. Plastics Why is there massive drought or
_________________________. dryness of land in many places of the
country?
TS (Transfer Stage)
1. Drill: Pronunciation drill: Have the pupils read the following
Have the pupils read the sentences: (use the color coding
following contrastive pairs of strategy)
words:
1. The river has become smelly and
/t/ - /d/ filthy because the people kept on
throwing their waste into it.
ten den
time dime 2. Fish in the river die because people
tow do use dynamite in fishing.
grate grade
pat pad What made the river smelly and
filthy?
2. Review: Checking of assignment: What is the effect of throwing
Direction: Write the antonym of the wastes/ garbage in our rivers?
following words: Why do fish die?

120
 What will happen if fishermen use effect. These are so, thus, as a result, and
dynamites in fishing? therefore.

How would you analyze your 8. Application:

answers in questions A and B? A. Guided Practice:
How can you identify the cause of a Direction: Complete the chart.
given situation? Write the cause, the signal word used
How would you analyze your and the effects for each sentence.
answers in questions C and D?
How can you identify the effect of a Cause Signal Word Effect
given situation?
Discuss further. Use the information 1. Today, people know a lot about how
given under REMEMBER. the body works because of centuries of
study.

6. Fixing Skills:
Number the statement 1 if it
happened before (cause) and 2 if it happened 2. Early people had strange ideas about
after (effect). how the body works because they very
little scientific knowledge.
1. _____ Lucille got low grades in Math.
_____ She did not study hard. 3. If we understand our bodies, we can
better take care of them
2. _____ Kyle graduated
valedictorian of his class.
____ He made his parents very proud.
4. Amy is so interested with the human
3. _____ Computers help us a lot in body, therefore, she decided to become
our school work. a doctor.
_____ Information is easy to gather with
just one click of a finger.

4. _____ Mother praised Jamaica. 5. Exercise daily so your body will stay
_____ Jamaica got high grades in her fit and trim.
report card.

5. _____The children jumped for

joy and shouted Hurray!
_____They won in the English B. Independent Practice:
competition. I. Direction: Write your answers in
complete sentence.

7. Generalization: 1. Why are many animals in danger of

What is a cause? becoming extinct?
What is an effect? 2. Why are there heavy traffics in the city?
3. What is the effect of heavy rains?
REMEMBER: 4. What is the cause of landslide in some
CAUSE is the reason why something mountainous areas?
happens. It is a statement that expresses 5. What are the effects of eating balanced
what happened before. There are some diet?
signal words that help you recognize cause.
These are: since, because, when and if. II. Match the causes in
column A with the effects in
EFFECT is the result or outcome of column B. Write the letter of the
what happened. It is the statement that correct answer.
expresses what happened after. There are A B
some signal words that help you recognize ___1. Jason got a. Business
poor grades in establishments

121
 all subjects in and offices used 4. __________ scampered out of their
the first quarter. power generators way.
___2. Louie was to resume their 5. __________ looked on with
not able to attend amusement.
services.
his classes.
___3. An old b. A big fire B. TS. Direction: Read each pair of
woman fell started from the sentences. Write C before the sentence
asleep unmindful old womans that tells the cause and E before the
of a lighted house. one that tells the effect.
candle on a c. His parents 1. _____The player trained
table. prohibited him vigorously for the contest.
___4. There was _____She bagged the gold medal.
from playing
a power
interruption in computer games 2. _____She became fit and ready for
the entire city and hanging-out competition.
for five hours. with friends. _____She trained long and hard
___5. Father had d. He was absent everyday.
a severe from his work.
headache e. He was not able 3. _____Despite her success, she is sweet
and gentle.
to take the test
_____Most people, especially her
scheduled for neighbors, adore her.
that day.
4. _____The champion made many
IV. EVALUATION: Filipinos proud.
TS. Direction: In each pair of _____She was greeted and cheered by
sentences, which is the cause a huge crowd upon arrival.
and which is the effect? Write C for the
cause and E for the effect. 5. _____She is studying sports medicine.
_____She wants to improve the health
1. _____ Math problems are difficult. condition of the athletes.
_____ Raquel was worried and
unhappy.

2. _____She is not getting enough sleep. LESSON # 8

_____Elise May spends much time
watching TV at night. I. OBJECTIVES:

3. _____She kept her mind in her work.
_____ Pauline turned off her TV set.
4. _____The sea waves were too rough.
_____The fishermen did not go out to
the sea.
5. _____The fisherman was happy.
_____The fisherman made a god catch
last night.
V. ASSIGNMENT:
GOLD: Direction: Complete each
simple sentence with a compound
subject.
1. _______________ lent their bikes.
2. _______________ rode around the
park.
3. _______________waved to us.
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use a variety of sentence as to
structure; compound sentence
4. Form compound sentence.
TS: 5. Recognize words with ph
6. Spell words with ph
III. Subject Matter:
GLR: Gabi and the Engkanto
GOLD: Forming Compound Sentence
TS: Recognizing Words with ph
Reference: 2002 Basic Education
Curriculum
PELC Speaking 6; Listening:
Dynamic Series in English p. 9
Explore your World through Language and
Literature pp 58 - 61

122
 Language Arts Today p. 14 19 She lived in a humble nipa hut with
Linking the World through English pp. 328 a beautiful garden where different flowers
like santan, gumamela, sampaguita and
Materials: strips of cartolina. Index cards, rosal could be found. Gabi took care of
her plants and flowers by watering them
III. PROCEDURE: morning and afternoon. She also removed
GLR (Genuine Love for Reading) the dry leaves and flowers and trimmed
A. Pre-reading Activities: the branches whenever they had grown
1. Drill: Pronunciation drill: too long.
Have the pupils read the ed in
the following words pronounced as Beside Gabis garden was a swiftly
/ Id/. flowing river. Its banks were lined by great
balete trees. The people believed that
1. demanded Gabis flowers grew beautifully because
2. dedicated the river water had magical powers. The
3. blended spirit of the water, they said, had favored
4. waded Gabi.
5. reported
6. snorted Gabi didnt believe that the river
7. collected was enchanted for she had gone there
8. raided many times and had seen nothing at all.
9. descended
10. painted But the river was truly enchanted.
A river spirit, Engkanto ng Ilog had lived
2. Motivation: there for a hundred years. He watched
Is it important to be beautiful? Gabi silently every day. He could not be
Why? seen as he was invisible.
Which is more important, to be
kind or to be beautiful? Why? One morning, while Gabi was
filling her jug, the river spirit appeared
3. Unlocking of Difficulties: before her and introduced himself. He told
Have the pupils identify the her of his desire to love Gabi as his wife
meaning of the following words: and if she agreed she would have all his
riches. Gabi turned down his offer and
. Enchanted (charmed) told him that she did not need his wealth.
. Orphan Engkanto told her that he would return
. Magical (the unexplained) next summer and would ask for her final
. Invisible (unseen ) answer.
. Vengeful (unforgiving)
Gabi was afraid, closed her eyes
4. Motive Question: and opened them again. The river spirit
Was the Engkanto ng Ilog had become invisible again, so she
vengeful? How? thought it was just a dream.

B. During Reading Activities: The year passed. Gabi had

Have the pupils listen as the teacher
reads the story.
Gabi and the Engkanto
Long ago, there lived a pretty young
woman called Gabriella. Although she was
an orphan and lived alone, she had many
friends. They loved her and called her Gabi
for short.
forgotten about the river spirit. She was
too happy taking care of her garden. When
summer came, the Engkanto appeared to
her once more. She still refused to marry
him and said, I am very sorry but I
cannot go with you. I do not love you!
The Engkanto was so angry that he turned
her into a gabi plant so that no one else
could have her. He said, Because your
heart is hard and stubborn, I will deny you
the blessings of my river and your leaves
will never get wet. He told Gabi that she
will forever remain a plant unless her

123
heart turns soft and she decides to marry
him.
GOLD (Grammar, Oral,
-Adapted by Jasmine Roshua Cupcupin Language Development)
from Marla Yotoko Chorengels Gabi and the
Engkanto
1. Drill: Pronunciation drill:
Have the pupils read the following
CT. CRITICAL THINKING phrases after the teacher.
C. Post Reading Activities:
1. Answering the motive question: 1. night and day
Was the Engkanto ng Ilog 2. ice cream and cake
vengeful? How? 3. bread and butter
(Yes, because she turned Gabi into a 4. touch and go
gabi plant so that no one else could have 5. push and pull
her.) 6. by hook or by crook
7. rich or poor
2. Comprehension Check: 8. coffee or milk
a. Who is the main character in the 9. black or white
story? 10. take it or leave it
b. How did Gabi take care of her
garden? 2. Review: Checking of assignment
c. What was the peoples belief about Direction: Complete each simple
Gabis beautiful garden? sentence with a compound subject.
d. Did Gabi believe them? Why?
e. Who was the river spirit? What did he 1. __________lent their bikes.
offer Gabi? 2. __________rode around the park.
f. Did Gabi accept the Engkantos offer? 3. __________waved to us.
Why? 4. __________scampered out of their
way.
5. __________looked on with
3. Engagement Activities: amusement.
Have the pupils perform the
following activities under time limit. 3. Motivation:
When can we say that a sentence
GROUP 1: LIGHTS, CAMERA, can stand alone?
ACTION!

What part in the story did you like 4. Presentation:

best? Make a script and dramatize it Have the pupils read the following
before the class. sentences.

GROUP 2: I WRITE A SONG! a. They loved her and they called her
Gabi for short.
Identify the lesson of the story b. I am very sorry but I cannot go
and compose a song that tells the with you.
moral lesson of the story. Prepare to c. You will marry me or you will
sing your song to the class.
forever remain a plant.

GROUP 3: WRITE ME A LETTER! 5. Discussion:

What two sentences joined the first
Choose your most liked
character or most disliked character sentence?
and write a letter to the character Does each sentence convey one
expressing your feelings to him/her. complete idea?
What word joined the two
GROUP 4: WRITE ME A POEM sentences?
How do you call and, or, but?
Describe Gabis attitude. Make a What form of sentences are these?
poem describing her.

124
 Discuss further what a compound
sentence is. Use the concept under
Remember.
6. Fixing Skills:
A. Direction: Write YES on the blank if the
sentence is a compound sentence and
then underline the two independent
clauses. Write NO on the blank if the
sentence is not a compound sentence.
_____1. Mount Pinatubo erupted in
1991 but I was not in the
Philippines then.
_____2. She cajoles everyone to get up
to read a poem or recall favorite
stanzas.
_____3. Tess read the poem I Know
Why the Caged Bird Sings and
blew us away.
_____4. Manila looked mysterious from
the 40th floor and she wanted to
paint its beauty on canvas.
_____5. My Mother prepared the meal
and set the table.
B. Direction: Fill in the blank with the
needed conjunction to complete each
compound sentence.
1. You have to come early _____ you will
be marked late.
2. They need to cooperate with us _____
they will be reprimanded.
3. I am a Filipino ____ I am willing to die
for my country.
4. I saw the movies several times ___ I still
love to watch it.
5. I love to eat a lot ____ I have to watch
my weight.
7. Generalization:
What is a compound
sentence?
REMEMBER:
Sentences can also be compound. A
compound sentence contains two
sentences joined by a comma and the
words and, or, and but known as
coordinating conjunctions.
And is used to show addition.
But is used to show contrast.
Or is used to show choice.
You can form compound sentences
by joining two or more independent
clauses or complete sentences. Each
sentence that makes up the compound
sentence has a subject and a predicate
of its own.
8. Application:
Guided Practice:
Direction: Form a compound
sentence from the given simple
sentence by using the appropriate
conjunction.
1. The lights dimmed. The audience
became quiet.
2. The beginning was too boring. The
music was too loud.
3. Lightning flashed all night. It
didnt rain.
4. Uncle Mario didnt see the snake.
He would have jumped back.
5. Romeo wants to build his model
house. He has no place to work on
it.
B. Independent Practice:
Direction: Match the sentences in
Column A and B to make a
meaningful compound sentence.
A.
1. Daddy took me to a skating rink (b)
2. Some men cleaned the school building.
(d)
3. Newspapers inform us about a lot of
things. (a)
4. Cute little girls danced gracefully. (c)
5. Classes will start on June 9 (e)
B.
a. and readers enjoy reading them.
b. and I skated for two hours.
c. and the crowd applauded their number.
d. and their wives helped them happily.
e. but we are still not ready.
IV. Evaluation:
A. GOLD: Direction: Combine each
pair of sentences to form a
compound sentence.
1. Father goes fishing often. He doesnt
like to eat fish.
2. Lino picked up his things. He ran for
the bus.
3. Volleyball is fun. It is a good exercise.
125
 4. The amusement park was open. The
children were lining up for the rides. Psalm 126:2
5. The mouse saw the cat. The cat didnt We are filled with laughter
see her. and we sang for joy
And the other nations said,
What amazing things the LORD has
TS. Transfer Stage done for them.
1. Drill: Pronunciation drill:
Have the pupils read Psalm 98:6
the given tongue twister:
With trumpets and the sound
A big blue bug bit the bold bald bear of the ram horn make a joyful
And the bold bald bear bled blood symphony
badly. before the LORD the King!

2. Review: Checking of assignment: Psalm 139:20

Direction: In each pair of sentences,
which is the cause and which is the They blaspheme you your enemies
effect? Write C for the cause and E for take your name in vain.
the effect.
Psalm 146:9
1. _____ Math problems are difficult.
_____ Raquel was worried and The LORD protects the foreigners
unhappy. among us,
He cares for the orphans and the
2. _____She is not getting enough widows
sleep. Psalm 89:19
_____Elise May spends much time You once spoke in a vision to your
watching TV at night. prophet and said,
I have given help to a warrior. I have
3. _____She kept her mind in her work. selected him from the common people
_____ Pauline turned off her TV set. to be King.
4. _____The sea waves were too rough. Psalm 118:16
_____The fishermen did not go out
to the sea. The strong right arm of the LORD
Is raised in triumph. The strong
5. _____The fisherman was happy. right arm of the LORD has done glorious
_____The fisherman made a god things!
catch last night.

3. Motivation:
How do you call a story of ones life,
his present and past experience, dreams or 5. Discussion:
plans or ambitions? (biography)
Study the underlined words,
what do you notice?
4. Presentation:
Answer: They are words that have
Show the psalms printed on cartolina
consonant combinations and
strips
sounded the same when read. They
Read the psalms emphasizing the words
are sounded as /f/ when read.
with gh and ph sounds

Psalm 131:1 What are the consonant combinations

Lord my heart is not proud;
my eyes are not haughty
I dont concern myself with matters
too great or awesome for me.
in these words?
Answer: They are ph and gh.
Read the words together. (Note mouth
movement while reading to assure
correct pronunciation.)

126
 1. roughness 1. cough
Demonstrate the correct position of the 2. toughness 2. tough
tongue to stress the sound /f/. 3. laughable 3. rough
4. laughing 4. enough
haughty blaspheme 5. coughing
triumph laughter
orphans right 6. Fixing Skills:
symphony prophets Guess the key words based on the
meanings given using configuration
Study the words further. clues.

What two words from the Psalms do not 2. a cause of merriment

sound /f/ when read?
- haughty and right
How are they read?
- they are read with silent /gh/
3. a musical composition as in
Focus on the words with /ph/ and /gh/ orchestral sonata
sounded as /f/.
Go back to the given words note the
positions of /gh/ and /ph/.

Group the words under the proper 4. to speak or address with

column. irreverence
medial gh final ph medial ph

laughter triumph symphony

blaspheme orphans prophet
5. children deprived by the death of
Give more examples of words with ph one or both parents
and gh sounded as /f/ when read.
Enable pupils to group words included
in the initial ph, medial ph and final ph
with words having medial gh and final
gh. 6. one of the writers of the prophetic
(In this activity, give pupils time to list books in the old testament
five related words independently. Pupils are
grouped and are encouraged to share
words. A group picks best-three words and
explains to class. This is called FIVE-
WORDS-THREE-WORDS interactive 7. the joy or exultation of victory or
strategy.) success
Examples:
Initial ph Medial ph Final
ph

1. phantom 1. graphical 1. graph Answer Key: 1) laughter 2) symphony

2. pharmacy 2. aphids 2.
telegraph 3) blaspheme 4)
3. phase 3. morphine 3. orphans
pictograph 5) prophet 6) triumph
4. Philippines 4. Paraphernalia 4.
monograph 7. Generalization:
5. philosophy 5. paraphrase 5. How are two consonants
paragraph in sequence or digraph ph pronounced?

Medial gh Final gh REMEMBER:

127
 The two consonants in sequence or 2. It is important that a beginning
digraph ph is pronounced as /f/. reader should have
Phonetics analysis of a word helps us awareness.
to understand the meaning of a word. 3. An earthquake is a natural that
Some words have consonant we can hardly predict.
combinations which are sounded the 4. Those are the only
same when read but their spelling are souvenirs of the grand reunion.
different. 5. Do you agree that our country, the
Example: ph and gh are sounded , is the Pearl of the Orient
as /f/ Seas?
Some words show irregularity in 6. exercises help us
spelling. pronounce the words correctly.
Example: words with augh and ough. 7. When I go to college, I will take up
, Arts and Letters.
8. Application: 8. He is as as a warrior
A. Oral Practice: when he is faced with problems.
Have the pupils read the 9. His and colds terribly
following words correctly. trigger his headache.
10. The and rocky road
ph said as f caused the car engine to stop.
hyphen sapphire
siphon phosphorus Answer Key:
phenomenon phlegm 1. paragraph 2. phonemic
physics pamphlet
phonetic headphone 3. Catastrophe 4.
phosphate mimeograph photographs
ophthalmology photogenic 5. Philippines 6. Phonetic
orphanage hemophilia
7. Philosophy 8. tough
B. Use the words given to complete the
following sentences: 9. cough 10. rough

a. philosophy IV. Evaluation:

b. biography TS. Direction: Write the
c. geography word with ph described
d. phantom or defined.
e. phony
1. a group of related sentences.
1. When I read the _______ of Dr. Jose _ _ _ _ _ _ _ ph
Rizal, I was convinced that he
deserved to be called our national 2. a group of words.
hero. ph_ _ _ _
2. A social workers ______ in life is to
serve others. 3. another word for picture, usually
3. Our lesson in _______ is about the shot by camera.
provinces in Luzon. ph _ _ _ _ _ _ ph
4. That clown is a _______ because he
is not the real one. 4. a persons own handwriting
5. Carmela enjoyed watching the signature.
movie, _________ of the Opera. _ _ _ _ _ _ _ ph

C. Complete each sentences by filling in 5. anything appearing or observed,

the blank with the appropriate word especially one having scientific
using ph or gh. interest.
ph _ _ _ _ _ ph _
1. Organize your sentences well so that
you can make a good . V. Assignment:

128
 A. GOLD. Direction: Combine the Have the pupils read the words
following simple sentences into a with initial, medial and final /p/
compound sentence using conjunctions sound.
and, or and but.
1. The book was funny. It was exciting.
2. The cat needed excitement. He became Initial
bored. 1. pacify
3. Maz had adventures. He always escaped. 2. panic
4. The cat could go to the right. He could 3. pastor
go to the left. 4. petite
5. He was brave. He was also intelligent. 5. passion
Medial
B. TS. Direction: Use the following words 1. rampant
with ph in meaningful sentence. 2. stipend
3. trample
1. paragraph 4. nepotism
2. philosophy 5. participle
3. biography Final
4. phrases 1. bleep
5. geography 2. shape
3. creep
4. shop
5. soup
LESSON # 9
2. Motivation:
I. OBJECTIVES: Have you seen a lion?
Show a picture of lion.
GLR: 1. Enjoy listening to a story Have the pupils describe the
CT: 2. Answer questions from the story lion.
listened to.
GOLD: 3. Use a variety of sentence as to 3. Unlocking of Difficulties:
structure; complex sentence Have the pupils read the
4. Form complex sentence. clues then arrange the following
TS: 5. Tell the key concept implied. jumbled letter to form the correct
word.
II. Subject Matter:
The King of Beasts and His Three a. bsetas ( The Lion is called the King
Advisers of ______ because he is big and
Forming Complex Sentence strong.)
Telling the Key Concept Implied b. bleatiirr (The Lion had an ____
mood because his wife told him
Reference: 2002 Basic Education that he had a bad breath.)
Curriculum c. nuplaesnat (The Queen Lioness
PELC Speaking 6; PELC Reading 4 said that the Lion has the most
Explore your World through Language and unpleasant smell.)
Literature pp 58 - 61
Language Arts Today p. 14 19 4. Motive Question:
Linking the World through English pp. 284 Why were the animals afraid of the
lion?
Materials: strips of cartolina. Index cards,
B. During Reading Activities:
III. PROCEDURE: Have the pupils listen as the teacher
GLR (Genuine Love for Reading) reads the story.
A. Pre-reading Activities:
1. Drill: Pronunciation drill: The King of Beasts and His Three
Advisers

129
 The lion is called the king of beasts. He
is big and strong. So, the animals are afraid
of him. But not his wife, Queen Lioness.
One morning, the king of the forest was
in an irritable mood. His wife, the Queen
had said something he did not like. Queen
Lioness ha told King Lion that his breath
was most unpleasant. So King Beast called
the animals. First, he called the sheep.
Friend Sheep, he roared, opening
wide his big mouth, would you say that my
breath smells unpleasant?
Believing that the lion wanted an honest
answer, the sheep gave it, and the king of
beasts bit off her head for a fool.
King Lion was very angry. He roared
and called the goat. Mr. Goat, tell me the
truth. Do I have a bad smell? Do I have a
bad breath?
The goat saw the sheeps meat and
bones. He was afraid of the lion. So the goat
said, Why, your Majesty, you have a breath
as sweet as roses in the garden.
Before he could finish, the goat was
torn to pieces. I do not like liars, roared
the King Lion.
At last, the lion called the horse. The
horse walked slowly. He looked sick. He
coughed and coughed.
Friend Horse, tell me the truth. Queen
Lioness says that I have a bad breath. She
says I have a bad smell. Is it true?
The horse coughed and coughed. Then
he said softly, King Lion, I have a bad
cold. It rained hard while I was carrying
crops for my master. I think I also have a
head cold. So, I cannot smell at all. I am
sorry, I cannot answer your question.
King Lion nodded his head, Go home
and rest. Get well soon.
CT. CRITICAL THINKING:
6. Post Reading Activities:
1. Answering the motive question:
Why were the animals afraid of the
lion?
2. Comprehension Check:
Have the pupils answer the
following questions:
a. When did the lion roar loudly?
b. Why was the lion very angry?
c. What did the sheep tell the lion?
d. Why did the sheep give an honest
answer?
e. Why did the goat tell a lie?
f. Who among the animals did the
right thing?
3. Engagement Activities:
Have the pupils perform the
following activities under time limit.
GROUP 1: LIGHTS, CAMERA,
ACTION!
What part in the story did you like
best? Make a script and dramatize it
before the class.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
GROUP 3: WRITE ME A LETTER!
Choose your most liked
character or most disliked character
and write a letter to the character
expressing your feelings to him/her.
GROUP 4: WRITE ME A POEM
Describe the Lions attitude. Make
a poem describing him.
GOLD: Grammar, Oral,
Language Development
1. Drill: Pronunciation drill:
Have the pupils read the following
phrases:
1. a blue boat
2. a beige and brown bag
3. barbecue party in the basement
4. big beetle bites
5. bathe in the bubbling brook.
6. a bunch of babbling babies
7. burst into sobs
8. a blue ribbon
9. a bundle of barbecue sticks
10. the blonde and beautiful boarder
130

2. Review: Checking of assignment
Direction: Combine the following
simple sentences into a compound
sentence using conjunctions and, or and
but.
1. The book was funny. It was exciting.
2. The cat needed excitement. He
became bored.
3. Maz had adventures. He always
escaped.
4. The cat could go to the right. He
could go to the left.
5. He was brave. He was also
intelligent.
3. Motivation:
What kind of media and technology
do you use?
A. Direction: Underline the
independent clause once and the
subordinate clause twice.
1. Norie asked where we could buy a
cheaper imitation of your bag.
2. Although Sally did not pass the
test, she still hoped to pass the
subject.
3. If you are truthful, others will
respect you more.
4. June is the month when we
celebrate Independence Day.
5. The book which I read taught me a
lesson about friendship.
B. Direction: Supply the appropriate
conjunction for each sentence. Choose
from the given conjunction inside the
box.

4. Presentation: 1. I did not receive the bag ___ you

Have the pupils read the following
sentences:
a. News travel fast / so there will be more
efficient communication.
b. The computer stores have all the new
computer games / which we all
enjoyed.
5. Discussion:
Which of the two clauses in sentence
# 1 express a complete thought? Which
is not?
How do we call a clause that can
stand on its own?
What two clauses made up the
second sentence?
Which can stand alone? Which
cannot?
What form of sentence are these?
Have the pupils read the sentence
given:
As she waited for Ana, she paced
around the room.
What is the part that can stand on its
own as a complete sentence?
What part does not give a complete
thought?
Discuss further.
6. Fixing Skills:
bought in Hongkong.
2. They were already quarrelling ____
you arrived.
3. We went shopping at the mall ____it
was still too early to go home.
4. ____ I will spend my vacation is
none of your business.
5. _____ she is underage, she was
allowed to watch the adult movie.
before since
which where
although
7. Generalization:
What is a complex sentence?
How do we form a complex
sentence?
REMEMBER:
A complex sentence is a sentence that
is made of one independent clause and
one or more subordinate clauses. An
independent clause is a complete thought
that can stand on its own. It is a complete
sentence in itself. A subordinate clause,
on the other hand, cannot stand on its own.
It does not express a complete thought.
Some common subordinating
conjunctions are used to introduce the
subordinate clause. These are:

131
 after before though 1. The brain, which is located in the
although if unless skull, is part of the nervous
because as until system.
whenever where since 2. What he did to me will not be
whereas than when taken against him.
wherever 3. I did not receive the bag which
you bought in Hong Kong.
Example: 4. They were already quarrelling
It had been this way since her husband before you arrived.
(Independent clause) (subordinate clause) 5. The king who treats his
had left them. subordinates with respect is well-
loved by everybody.
8. Application:
A. Guided practice: TS. Transfer Stage:
Direction: Underline the dependent 1. Drill: Pronunciation drill:
clause. Circle the subordinating Have the pupils read the
conjunction; box the simple subject and following words correctly:
the predicate verb of each dependent
clause. Words with stress on the first syllable
1. Since Liza was totally blind, her A*sia BAN*dit
achievements in school could be METH*ane BEA*con
considered extraordinary. FAM*ine CUR*few
2. Life isnt easy when your vision is COT*tage DE*pot
impaired. HUS*band LAV*ish
3. When she was in high school, Lizas GOB*let AD*vo-cate
classmates elected her president of LIB*er-ty MEM*o-ra-
the class. ble
4. Because she was brilliant, she
graduated valedictorian. 2. Review: Checking of assignment
5. Before she went to college, Liza Direction: Use the following words
spent summer as a music and with ph in meaningful sentence.
dramatic counselor.
1. paragraph
B. Independent Practice: 2. philosophy
Direction: Underline the independent 3. biography
clause. Supply the appropriate 4. phrases
conjunction for each sentence. 5. geography
1. The cake _____ you baked makes 3. Motivation:
my mouth watery. How do we communicate with
2. The woman ______ car was other people?
carnapped was crying the whole day. Is it important to communicate
3. I admire beautiful girls ______ I am with them?
a lover of beauty.
4. The jacket ______ you bought is too 4. Presentation:
thick. Have the pupils read the
5. ______ I know about you will not paragraph given. Let them identify
affect your candidacy. the key concept.
Evaluation: Communication is derived from the
A. GOLD; Direction: Underline the Latin word communis which mean
independent clause in each commonness. It is the process of
sentence once and twice the transmitting knowledge, ideas, information,
subordinate clause. Box the attitudes, feelings and the like. There are
conjunction used. numerous meanings but the essence in only
one. It is the transmission or exchange of
messages.

132

5. Discussion:
What is the key concept implied in
the sentence?
What are the details that support the
key concept?
Have the pupils fill in the story
frame with details about the selection.
Title: ________________________
Key concept: ___________________
Supporting details:
________________________________
________________________________
_____________________________
6. Generalization:
What is a key concept?
Where can we find the main idea or
the key concept?
REMEMBER:
The main idea or the key concept is the
central thought of a paragraph. All the
sentences in the paragraph develop it.
Without a main idea, the paragraph would
just be a confusion of sentences. All the
sentences in the paragraph should develop
the main idea.
The key concept of the paragraph can be
found in the beginning, in the middle or at
the end of a paragraph.
7. Application:
Direction: Read the following group of
sentences. Identify the key concept
implied in the sentence.
1 Castro who is our principal.
We are very special and unique
creations of God. We are gifted with the
power to think and the ability to
communicate. Because of these, we are
superior to the other creations of God.
Our achievements and accomplishments
in life are made through effective
communication.
2
133
In our everyday life, we encounter
many problems. If we are able to
discuss our problems with someone,
we feel relieved even if the problem is
not yet solved. We always feel the need
to unload our burdens on people
whom we trust. Communication is
curative and s also a medium to
maintain our good health.
IV. Evaluation:
B. TS. Direction: Read the
paragraph and determine its key
concept and the details that support the
key concept.
The communication process is the
change that takes place in the course of its
doing. It is a process that can be
compared to life. It keeps on changing and
never stays as is. The words keep on
multiplying each day.
Title: ________________________
Key concept: ___________________
Supporting details:
________________________________
________________________________
_____________________________
V. Assignment:
A. GOLD. Direction: Pick out the
independent clause and the
subordinate clause in each
sentence. Write your answers in the
table provided.
1. We went shopping in the mall since
it was still too early to go home.
2. I must stay here until my daddy
returns.
3. Where the fire originated is not yet
known.
4. She narrated everything to Mrs.
5. He completed several projects
when he was still the president of
Science Club.
Independent Clause Subordinate Clause
1. 1.
2. 2.
3. 3.
4. 4.
 5. 5.
B. TS.
Direction: Read each paragraph. State
the key concept or implied main idea.
A full moon appears in the
1.
horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
a. The moon is bigger than the sun.
b. The moon changes its shape.
c. The moons size seems to change.
2.
Stars that are old burn out. Other stars
explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
a. Stars have a star life.
b. Stars can be seen in the sky.
c. Exploding stars are new
stars.
LESSON # 10
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use direct and indirect discourse.
4. Report direct to indirect
discourse.
TS: 5. Write from dictation
II. Subject Matter:
GLR: Bullawong
GOLD: Reporting Direct Discourse
to Indirect discourse
TS: Writing from Dictation
Reference: 2002 Basic Education
Curriculum
PELC Speaking 6.1; PELC Reading 5
Milestone in Reading 6 p.176
Explore your World through Language and
Literature pp 58 - 61
Language Arts Today p. 14 19
Linking the World through English pp. 284
Materials: strips of cartolina. Index cards,
III. PROCEDURE:
134
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
a. Drill: Pronunciation drill:
Have the pupils read the following
verse drill correctly:
The flower girl caught the brides bouquet,/
Oh, no!/ cried her old-fashioned Aunt May
Oh yes!/ laughed the chief/ as he ate the
chefs buffet.//
Then the flower girl tossed the brides
bouquet./
To the disbelief of her Aunt May,/
Into the soup bowl/ in the middle of the chefs
buffet.//
2. Motivation:
How do rivers and other bodies of
water serve us?
3. Vocabulary Development:
Have the pupils know the meaning
of the following words.
Spoke swift
Strong rushing
Wild rest
4. Motive Question:
What were the things that Bullawong
did for the boy?
B. During Reading Activities:
1. Have the pupils listen as the
teacher reads the story.
Bullawong
Bullawong was a river, a very wide
brown river in a very hot country.
One day, a little brown boy was
walking by the river and he sang this song
as he walked along.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go
along.
Bullawong then spoke, and he said,
Are you hot, boy?
Yes, I am very hot. said the little
brown boy.
Then dive into my water, said
Bullawong. So the boy dived into the
waters of the river Bullawong.
Do you like my water? asked the
river.
Yes, said the little brown boy,
your waters are swift and cool. And he
swam about and sang.
 Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong then spoke, and he said,
Are you hungry, boy?
Yes, I am hungry, said the little
brown boy.
Then, I will send you fish. Look in
front of you and you will see a pool with
many silver fish.
So the little brown boy looked in front
and in the pool, he saw a silver fish and he
ate it.
Do you like my silver fish? asked
the river.
Yes, said the little brown boy. It was
very good. And he swam about and he
sang.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullalwong then spoke, and he said,
Are you thirsty, boy?
Yes, I am thirsty, said the little
brown boy.Then, I will send you water to
drink. Look to the right bank, and you will
see a crystal stream that flows into my
waters.
So the little brown boy looked to the
right, and he drank of the crystal stream.
Do you like my crystal stream? asked
the river.
Yes, said the little brown boy, it is
clear and fresh. And he swam about and
sang.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong then spoke, and he said,
Are you strong, boy?
Yes, I am very strong, said the little
brown boy.
Then I will send you waves to fight.
Look behind you and you will see wild
waves rushing at you.
So the little brown boy looked behind,
and he dived into the waves and broke them.
Do you like my waves? asked the
river.
Yes, said the little brown boy, they
are wild and rolling/ And he swam about
and sang.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
135
I will sing you a song, as I go along
Bullawong then spoke and said,
Are you tires, boy?
Yes, I am very tired, said the little
brown boy.
Then I will find you a cradle. Look
to the left bank and you will see a boat
tied up by the tree.
So the little brown boy looked to the
left bank and he climbed into the boat and
lay down to rest.
Do you like my boat? asked the
river.
Yes, said the little brown boy, it
is very pleasant. And he closed his eyes
and sang.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go along
And the boy was fast asleep, and the
boat rocked him to and fro, to and fro, to
and fro.
C. Post Reading Activities:
1. Answering the motive question.
What were the things that
Bullawong did for the boy?
2. Comprehension Check:
Have the pupils answer the
following questions:
1. What kind of relationship did the river
Bullawong and the boy have?
2. In your opinion, what kind of river was
Bullawong?
3. If you were the boy, what would you
ask from the river?
4. If you were Bullawong, would you
give what the boy needs? Why?
3. Engagement Activities:
Have the pupils perform the
following activities under time limit.
GROUP 1: CERTIFICATE OF
RECOGNITION
Describe Bullawongs attitude.
Make a certificate of recognition for
him.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
 Voters from the village are omnivorous;/
Group 3 Varsity volunteers are vigorous.//
Episodal Web:
Complete the episodal web with 2. Review: Checking of assignment:
details from the selection. Direction: Pick out the
independent clause and the subordinate
Where was the boy clause in each sentence. Write your
walking one sunny day? answers in the table provided.

1. We went shopping in the mall since

it was still too early to go home.
2. I must stay here until my daddy
returns.
3. Where the fire originated is not yet
known.
4. She narrated everything to Mrs.
How did the story end? What did Castro who is our principal.
Bullawong ask 5. He completed several projects
the boy? What when he was still the president of
was his reply? Science Club.
Bullawong
3. Motivation:
How do we know todays weather?
Who announces the weather
forecast?
What other things did What did Bullawong
Bullawong do for the first do for the boy?
4. Presentation:
Boy?
Have the pupils listen to a weather
forecast:
Group 4
Good evening, Philippines. This is
Sequencing Events:
your friendly weather forecaster, Kuya
In the blanks, write numbers 1 5 to
Kim.
show the correct order of the events in the
story.
Storm Caloy is expected to reach
the Philippine Area of Responsibility
_____a. Bullawong noticed that the boy
by early tomorrow morning. It is
looked hungry; the river gave him
moving 110 km/hr and headed towards
something to eat.
the direction of Central Luzon.
_____b. One day, a boy was walking by the
river Bullawong.
Storm Signal Number 2 is up in
_____c. The boy was thirsty; the river gave
Central Luzon Pampanga, Bulacan
him water to drink.
and in Metro Manila.
_____d. Bullawong noticed that the boy
looked tired and gave him a boat to
Residents of low-lying areas are
lie in and sleep.
advised to be alert for any eventuality.
_____e. Bullawong noticed that the boy felt
Necessary precautions should be taken
hot. The river invited him to for a
to prevent a disaster from happening.
swim in it.
Classes in the elementary and high
GOLD (Grammar, Oral, school levels, both private and public
Language Development) are suspended.
1. Drill: Pronunciation drill:
Have the pupils read the verse drill 5. Discussion:
given: Have the pupils read the following
sentences included in Kuya Kims
Voters from the village are nervous;/ weather forecast.
Varsity volunteers are mischievous,/

136
 Storm Caloy is expected to reach
the Philippine area of Responsibility
by tomorrow morning.

Residents of low-lying areas are 7. Application:

advised to be alert.
A. Guided Practice:
What kind of sentences are these? Have the pupils group themselves
What are the exact words of the into three. Have them perform the
speaker? following activities:
What punctuation mark is used in
Group 1:
order to show the direct words of the Direction: Change the following direct
speaker? discourse into indirect. Begin your
sentences with He/She.
If these statements are to be
reported: 1. Ill be late to class again.
2. We won the contest.
Kuya Kim said that Storm Caloy was 3. The boys are tired.
expected to reach the Philippine Area 4. Earth is smaller than Jupiter.
of Responsibility by tomorrow morning. 5. Gold is heavy.

He said that residents of low-lying areas Group 2:

were advised to be alert. Direction: Change the following direct
discourse into indirect.
What happened to the direct statement of
the speaker? 1. Its so noisy that I cant hear you
What phrase was used to introduce the complained, Liza Dolly said.
reported statement? 2. Aunt Beth said, The party will be
What were the changes made? tomorrow.
What happened with the quotation 3. The sun is the source of all
energy, Mrs. Santos said.
mark?
Discuss further.

6. Generalization:
How do we change the direct Group 3:
discourse to a reported statement/indirect Direction: Read the dialogue. Change
discourse? the following direct discourse into
indirect.
REMEMBER:
In changing statements to Faye: What are you reading?
reported statements: Adriele: Im reading an article about
the coming election in the
1. Use said that to introduce the Philippines.
statement. Faye: It will be the first time of the
Ex. Kuya Kim said that. Filipinos to use the Automated
Election.
2. Change the verbs to past form. Adriele: They are very excited
Ex. said that Storm Caloy was. although there are threats of failure of
election and massive cheating.
3. Change the pronouns. Faye: I hope this will be a successful
He/him refers to a boy/male election.
She/her refers to a girl/female Adriele: And I hope no one will try to
They/them- refers to more than foil the election.
one person.

4. Drop the quotation marks. ().

B. Independent Practice:
5. Rearrange the order of the words
in the sentence.
137
 Direction: Read the following
sentences. Change these direct
discourses to indirect.
1. The teacher said, The Philippines
lies north of the equator.
2. Flowers of different colors make a
garden beautiful, Allyson said.
3. Gasoline is a fuel, Mr. Francisco
said.
4. Our gardener trims the plants and
grasses everyday, Ashkelon said.
5. The smell of roses relaxes me at the
end of the day, Dra. Pedraza said.
IV. Evaluation:
GOLD: Direction: Change
the following direct discourse to
indirect.
1. Tito said, You can stay with us on
weekends.
2. Mr. Alvin Diaz said, I come from a
well-to-do family.
3. We have lots of work to do, said
Mother.
4. Jahzeel said, I dream of touring
Australia.
5. My grandmother said, May God be
with you always, Francesca.
TS. Transfer Stage:
1. Drill: pronunciation
drill: Have the pupils
recite the given tongue twister:
Lily Lee listens to lessons
As Lily Lee listens to lessons
She licks her lips and lists down
The list that she hears
from her teachers lips
Thats the least feat that
she feels she can before getting ill.
2. Review: Checking of assignment:
Direction: Read each paragraph. State
the key concept or implied main idea.
1. A full moon appears in the
horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
a. The moon is bigger than the
sun.
b. The moon changes its shape.
c. The moons size seems to
change.
2.
Stars that are old burn out. Other stars
explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
a. Stars have a star life.
b. Stars can be seen in the sky.
c. Exploding stars are new stars.
3. Motivation:
How do you write from dictation?
4. Presentation:
Have the pupils read the paragraph
given:
Nora was an ordinary student with
ordinary looks and talents. She wished
she were a gorgeous and highborn
princess. She also wished that she
could perform an absorbing
monologue in a play. But she is
ordinary, too ordinary for anything
extraordinary. She decided to try
sports. She joined the try-out. Nora
felt awful. She could not be gorgeous
and highborn princess. She could not
even be a sportswoman. Fortunately,
the supportive warm orchestra
conductor took her in to play cymbals.
Nora was thankful that, at last, she
belonged to an organization.
5. Discussion:
How was the paragraph written?
How did we start the first sentence
of the paragraph?
Did we use the correct punctuation
mark and capitalization?
Discuss further.
6. Generalization:
How do we write a paragraph from
dictation?
REMEMBER:
In writing a paragraph from a
dictation, indent your paragraph. Use
correct punctuation mark and
capitalization. Write legibly and neatly.
7. Application:
Have the pupils write the
paragraph that the teacher will dictate.
138

Fathers father, my worthy
grandfather, lives farther down the
southern part of the town. Mother
wants my grandfather to join a
brotherhood of weathermen up north.
But grandfather thought that it isnt such
a worthy idea. So they decided to have a
family gathering instead of going out of
the town.
IV. Evaluation:
TS. Direction: Have the pupils write the
paragraph to be dictated by the teacher.
GOLD: Using indefinite pronouns
TS: Writing the main idea of a
paragraph read that is explicit or implied
Reference: 2002 Basic Education
Curriculum
PELC Speaking 7; 7.1;PELC Reading 8
Milestone in Reading 6 p. 205
Explore your World through Language and
Literature pp 58 - 61
Across the Border Through Language p.
57
Linking the World through English pp.
284

Have you heard of Benjamin Materials: strips of cartolina. Index cards,

Franklin? He was a great American. He
helped our country to become free. Did III. Procedure:
you know he invented many things? The GLR (Genuine Love for Reading)
lighting rod and a heating stove were A. Pre-reading
two of them. Activities
1. Drill: Pronunciation drill:
V. Assignment: Have the pupils read the verse
A. GOLD: Change the following drill given:
discourse to indirect. She pinched the cake/
And got pinched in turn,//
1. The young boy said, I saw a rainbow in She nibbled the nuts/
the sky. And overturned the bowl;/
2. Jane said, Lea Salonga and Martin Her mother punished her,/
Nievera are really great performers. She screamed and sobbed;/
3. Mon said, Everything will turn out Her mother ignored her./
right, Liza. She mended her ways.//
4. Zaldy said, Intramurals will be held
from February 18 to 22. 2. Motivation:
5. The schools fund raising project was a Have you done something
big hit! said the director. without thinking of the
consequences? Cite examples as
the following:

a. Crossing a street without

first looking right and left
b. Swimming in a
LESSON # 11 deep river
c. Playing with a
sharp object
I. OBJECTIVES:

GLR: 1. Enjoy listening to a story Have the pupils relate their

CT: 2. Answer questions from the story experiences
listened to.
GOLD: 3. Use indefinite pronouns. 3. Unlocking of Difficulties
4. Use the verb that agrees with the Identify the meaning of the
indefinite pronoun. words/phrases through body
TS: 5. Write the main idea of a paragraph language.
read that is explicit or implied
a. hind legs
II. Subject Matter:
GLR: A Fox in the Well
b. fore legs

139

c. leap
d. without the second thought
4. Motive Question:
Why do you think the goat
believed the fox? Explain
B. During Reading
Activities:
Have the pupils listen as the teacher
reads the story.
THE FOX IN THE WELL
A fox once fell into the well.
He tried to jump out but each time he
did, he fell back down.
By and by a goat passed by.
Looking into the well, he saw the fox.
Hello, he called. What are you doing
down there?
Drinking some water, of
course! replied the fox. Is it good?
asked the goat.
Good? Its the best water I
ever tasted in my whole life,
answered the fox, drinking a gulp of
water.
Without a second thought, the
goat jumped in. After drinking some
water, he looked about for a way to
get out of the well. How do we get
out of here? he asked the fox.
I know what we can do, said
the fox, looking at the goat from the
corner of his eye. Stand on your hind
legs. Plant your forelegs firmly against
the side of the well. Ill climb on your
back, and Ill step on your horns. Then
I can get out. When Im out, Ill help
you get out, too.
Thats a good idea! said the
goat happily as he did what the fox
told him to do.
The fox climbed on the goats
back and horns. Then he jumped out
of the well and started on his way.
Hey! shouted the goat. Help
me out of here. You promise to help
me.
You silly goat, said the fox.
You should have thought of that before
you jumped in. Next time, look before
you leap.
C. Post Reading Activities:
140
1. Answering the motive questions.
Why do you think the goat
believed the fox? Explain
CT. Critical Thinking:
2. Comprehension Check
1. Where did the story happen?
2. Who fell into the well? Who
jumped into the well?
3. Why do you think the goat
believed the fox? Explain.
4. Whom do you like most, the
goat or the fox? Why?
5. How did the fox get out of the
well?
6. Why did the goat decide to
jump into the well?
7. If you were the fox, would you
do the same? Why? If you
were the goat, would you do
the same? Why?
2. Engagement Activities:
Have the pupils perform the following
activities under time limit.
GROUP 1. I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 2:
Write the values that youve learned from
the selection:
Values that I Learned
Group 3: Energize your thoughts
Complete the paragraph
If I had the power to change the event of
the story, I
would______________________________
___________________________________
___________________________________
___________________________________
Group 4: Fill the story grammar with
details from the selection.
Title:
__________________
 Have the pupils read the
verse below.
Characters Setting Events Only in the Wind
________ ________
Someone is knocking at my door,
___________ Place Initiating Somebody scrapes shoes on the floor,
___________ ________ Events And I ask, Is anybody there?
____ ________ But nobody answers
Except the howling of the wind.
Time: Internal
Response I listen hard
Resolution Everything is quiet once more
For several are tired
Attempt And all are asleep
___________ I listen and wait again,
_________
Consequence Nothing moves
It must have been only the wind.
Theme
5. Discussion:
What are the italicized words in the
_________ verse given?
_________ Do they refer to a particular
_ person, palace or thing?
What are these words? (Indefinite
GOLD. Grammar, Oral, Language Pronoun)
Development What verb comes after each
1. Drill: pronunciation drill: Have the indefinite pronoun?
pupils read the verse drill given: Discuss further.

Dont lose your keys,/ dont lose your face./ 6. Generalization:

If you lose your keys,/ dont fuss.//
If you lose your face,/ dont wince.//
Dont lose your lace./ dont lose your sax.//
If you lose your lace,/ dont gaze.//
If you lose your sax,/ dont laze.//
2. Review: Checking of assignment.
Change the following discourse to
indirect.
1. The young boy said, I saw a
rainbow in the sky.
2. Jane said, Lea Salonga and Martin
Nievera are really great performers.
3. Mon said, Everything will turn out
right, Liza.
4. Zaldy said, Intramurals will be held
from February 18 to 22.
5. The schools fund raising project
was a big hit! said the director.
What are indefinite
pronouns?
What verbs are used for each
indefinite pronoun?
REMEMBER:
An indefinite pronoun does not
refer to a particular person, place or thing.
It is not immediately followed by a noun.
Some indefinite pronouns are
singular, others are plural.
Use a singular verb with a
singular indefinite pronoun; use plural
verb with a plural indefinite pronoun.
Use their when the antecedent is a
plural indefinite pronoun; use his or her or
it when the antecedent is a singular
indefinite pronoun.

3. Motivation:
Have you seen a wind? How do we
COMMON INDEFINITE PRONOUNS
know that there is a wind?
Singular Plural Singular or
Plural
4. Presentation:

141
Anyone Both All
Anybody Few Any
Anything Many Most
Everyone Most None
Everybody Others Some
Everything Several
No one
Nobody
Each
Nothing B. Independent Practice:
Either Direction: Write the appropriate
Neither indefinite pronoun in each blank.
One
Someone 1. _______ has to preside at a
Somebody] meeting. The one who presides is
Something called the chair.
2. ______ must read the minutes of
the meeting. This is usually the job
7. Application: of the secretary.
A. Guided Practice: 3. _______ listens attentively.
4. _______ reports on the assignment
Group 1: given to him.
Direction: Circle the indefinite pronoun. 5. _______ asks questions about the
Underline the correct verb form. project.
1. Several (is, are) pulling the weeds.
2. Each (bring, brings) some herbal plants
IV. Evaluation:
3. Most of the boys (plant, plants) seedlings A. GOLD: Direction:
in their plots. Underline the indefinite
4. Everyone (is, are) busy doing a share of pronoun used in each sentence and
their work. circle the correct form of the verb.

1. One of the judges (agree, agrees)

Group 2. Direction: Underline the correct with your argument.
verb that will agree with the given
2. Few of the audience (understands,
indefinite pronoun.
understand) the lyrics of the song.
1. After the fight, each cat (was, were) 3. Both of my sisters (walks, walk)
licking (their, its) fur. me to school.
2. Everybody (wishes, wish) to go home. 4. Everyone in the community
3. Most of the members (feel, feels) tired (contributes, contribute) to our
already. success.
4. Neither of the boys (want, wants) to be 5. Either of the books (is, are) about
the leader. friendship.

Group 3. Direction: Underline the correct TS. Transfer Stage:

pronoun: 1. Drill: pronunciation drill:
Have the pupils recite the
1. Everyone was listening attentively for verse drill:
(his or her, their) name to be called.
2. Nobody thought (himself or herself, Foolish Polly knew that jealousy was folly. /
themselves) so unlucky as not to get at The least that she could have done was say
least one prize. sorry./
3. Each time someones name was called, To her dusky fianc in the army;/
(he or she, they) let a joyous whoop. But foolish Polly was also haughty,/
GroupAmong
4. my classmates
4. Direction: Replacemostthe said (he or
italicized Shed rather keep love away than admit/
she, they) with
expressions had bought justpronoun:
indefinite one ticket. that jealousy was folly.//
______1. The pupils wanted their projects 2. Review:
recognized.
_____2. All the boys did their best.
_____3. The girls put their creativity to
work.
_____4. Not one pupil wanted his or her 142
project rejected.
_____5. Not one pupil thought of failure.
 How do we write paragraph from the plow and the carabao, but he did
dictation? all right.
Now, we have electric stoves,
3. Motivation refrigerators and electric fans but
Time Machine the problem of earning enough to
pay for them is ours. Now, we have
radio, movie and TV sets, but ours is
Place some objects on pictures in a difficulty of not having enough time
box. These materials are those that are for all of these.
used by our forefathers and those that Sometimes, I wonder. Which
are presently used. Call on a pupil to life is better - our great-
pick one object or picture. Let them grandparents or ours? Do you also
identify when this object existed or used. wonder if yours is a better life than
your grandparents?
4. Unlocking of difficulties Adapted from:
Crossword Puzzle Harnessing English Arts
ACROSS DOWN Today
p. 102
1. not simple 1. clear in text
6. Analysis and Discussion:
2. long time ago 2. at this time
3. suggested idea 3. desire to know
1. What were the advantages and
disadvantages of living in this
Answers:
generation as cited by the
1. complex 1. explicit
author?
2. past 2.
2. What were the advantages and
now
disadvantages of living during the
3. implied 3. wonder
time of our great-
1 1
grandparents?
3 3. If were given the chances
2 to choose the tie of your
existence, which period
would you prefer? Why?
3 4. Do you think scientific
discoveries in our time are
2
more of disadvantage than
an advantage? Why? Why
not?
5. What make our life
complicated now? How can we
5. Presentation
make life easier or
Oral Reading of the
uncomplicated?
Selection
6. What do you think are some
positive traits of our great-
Then and Now grandparents which we could
imitate to have an easier life?
Our world is completely
different from that of our great-
6. Fixing Skills:
grandparents! Ours is more pleasant
Activity
and comfortable because of scientific
discoveries and inventions, but it is
Divide the class into four and
more complex too. Theirs was not
distribute copy of paragraphs taken
very comfortable and easy but it was
from the short story Then and Now.
very simple one.
Read the paragraph assigned
Our great-grandparents had no
to you. Write one sentence that tells
movies or radio sets, but theirs was a
what the paragraph is telling us.
life of peace and quiet. Our
grandmother had no electric stoves.
7. Discussion:
Hers was only a clay stove, but she
What does paragraph 1 says?
cooked good meals in it. Our
Paragraph 2? Paragraph 3?
grandfather had no tractor and
Paragraph 4?
modern farming tools. His were only

143
 Are all the paragraphs have the
topic sentence that tells the whole ___Municipal pest control
message of the writer? officers may be consulted
about pests.
8. Generalization ___Plant pests and diseases
Main idea of a are the worst enemies of
paragraph tells us what the cultivated crops.
paragraph is all about. It ____Plants pests and diseases
may be stated in the paragraph or need to be controlled.
explicit and it may not be stated or
implied) 5. Soil is very important to plants.
Plants depend heavily on the
9. Application soil for root anchorage and for
i. Activity 1 essential nutrients such as
Grasping Implied Ideas nitrogen, phosphorous and
potash. They also depend upon
What main idea do the the soil for water and other
following paragraphs imply? mineral nutrient
Underline the right word in the Plants depend heavily in soil.
parenthesis. Soil has nutrients needed by
plants.
a. Sgt. Cruzado was about to enter Soil is very important to
his tent when he saw one of his plants.
comrades lying flat near his 6. Many farm crops are very specific
post. He quickly reached him. in their temperature requirements.
He asked for water and he gave Examples are melons, squash,
him his reserve water. sweet potatoes and beans. They
(merciful, forgiving, brave, grow best in warm temperatures.
friendly) Slight rain can destroy them.
b. A young soldier volunteered to Pechay, mustard, Kangkong, and
walk ahead of the troop to check if the radish, on the other hand, grow
way was safe to pass through. When well during summer and can also
he spotted a troop of enemies, he withstand rain.
quickly made a signal to pass other
way and they reach their camp safely. Many farm crops are very
(merciful, kind, forgiving, specific in their temperature
brave) requirements.
c. A soldier carried to safety a Plants can grow in warm
wounded companion through temperature.
continuous firing from the enemies. Slight rain can destroy plants.
(merciful, brave, sacrificing,
reckless) ii. Enrichment
Activities
Activity 2
Choose the main idea of the Gallery of Text
following paragraphs. Put a check
before the right sentence. Teacher will display several
short paragraphs cut from
4. Plant pests and disease are the newspapers, old magazines or
worst enemies of cultivated written on manila paper. Pupils are
crops for food and seed given three minutes to choose from
production. Municipal pest the paragraph what they want to
control officers may be consulted read.
as soon as these pests and
diseases are observed in the Directions: Read silently the
farm. For more protection, clean paragraph of your choice. Write on a
cultural practices should be piece of paper the main idea of the
observed. Removing and paragraph. As I call on you, read
destroying all possible breeding your paragraph and its main idea
places of plant pests and aloud.
diseases around the vicinity of
the garden is suggested. IV. Evaluation

144
 Read the following
paragraphs. State its main
idea and write on your answer
sheet.
1. Different birds use different
materials for their nests. Most
birds use scraps of grass, leaves,
and twigs. One kind of bird pushes
and molds these materials into a
cuplike home between the
branches of a tree or among
grass. It uses saliva or mud to hold
the materials together.
2. A dolphin is a mammal like cats,
dogs and people. It has warm
blood. It cannot breathe under
water. Like other mammals, its
babies are born alive. It gives milk
to its babies.
3. The bread was like a pet; I took
care of it, made sure that it was
properly stirred, and saw to it that
it was alive and doing well. You
see bubbles appear on the surface
just to let you know that there is
really something truly alive inside.
Adapted: Manila Bulletin Taste
March 14, 2007 p. 5
4. The Malate Church have always
been a haven for people in need.
In the past, it served as the
fortress of British forces against
the Spaniard. Today, supplicants
continue to pray to Our Lady of
Miraculous Medal in time of
trouble. Founded by the
Augustinians friars, the church
was built in the 18th century.
Adapted: A Tour of Seven
Churches
By Clifford Ray Olanday
1. Style Weekend PELC Reading 8
Manila Bulletin
2. March 30, 2007
p. 21
5. Even kites can be dangerous! You
can get pulled by your kite when
there are strong winds, or you can
get hurt when the string attached
to the kite rubs on your hand. A
kite can even cause a helicopter
to crash!
Adapted: Fly High Junior Inquirer III. Procedure:
May 20, 2007 p. 5
V. Assignment
A. GOLD: Direction: Put a check mark
(/) on the blank if the sentence is
written correctly. If it is not,
underline the incorrect part and write
the proper structure above it.
145
______1. Everyone is waiting inside
the room.
______2. Several of the audience is
from my hometown.
______3. No one have been calling
Dana ever since she
arrived.
______4. Many are in the small plastic
bag.
______5. Neither of the boys
are walking alone in
the forest.
B. TS. Copy a five paragraph from
any reading material. Write the
main idea below each
paragraph.
LESSON #12
OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use demonstrative pronouns.
TS: 4. Identify the authors purpose
in writing.
II. Subject Matter:
GLR: How Butterflies Came To Be
GOLD: Using Demonstrative pronouns
TS: Telling the writers purpose
Reference:
2002 Basic Education Curriculum
PELC Speaking 7; 7.1
Milestone in Reading 6 p. 205
Growing in Reading p. 83; 107;
Across the Border Through Language p.
66
Linking the World through English pp.
156
Materials: strips of cartolina. Index cards,
GLR: Genuine Love for Reading
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have
the pupils recite the following
verse drill.
Paul the southpaw had a bad fall,/
He landed at the orthopedic hall.//
 One night/ Paul got a haunting call/
From a sorceress who was very tall.//
When the doctor called the roll,/
Paul was nowhere in the orthopedic hall./
He had left to follow the haunting call./
Of the sorceress who was very tall.//
2. Motivation:
Think of a prominent person. How
does this person earn respect?
3. Vocabulary development:
Match the definition in column A
with the word being defined in
column B.
Column A
1. it means to take care of (a)
2. it means to do something unplanned
(b)
3. it refers to a bunch of flowers (c)
4. it means to be flying in one spot (d)
5. it means to behave in an arrogant
way (e)
Column B
a. tended
b. chanced
c. bouquets
d. hovering
e. haughty
4. Motive question:
How did the butterflies come to be?
B. During Reading Activities:
Have the pupils listen as the teacher
reads the story.
How Butterflies Came to Be
There once lived an old woman who
tended a fine flower garden by the shore of
a lake. The fisher folk who lived in a nearby
village loved her dearly, and would often
visit her to exchange their fish for lovely
flowers.
They somehow knew there was
something magical about her, for her house
seemed mysteriously bright at night (no, she
didnt have any electrivit7y), and some even
saw a few dwarfs assisting what appeared
to be a beautiful young womanbut only at
night, never during the day.
146
One time, a young couple visited
the village. They were proud and hated
anything ugly.
They chanced upon the old
womans flower garden at the edge of the
lake, and entered it to gather some
bouquets. The old woman asked them to
leave, but instead of obeying, the young
man and woman made fun of her because
they found her ugly.
To punish them, the old woman
touched them with a cane and said that
since they like only beautiful things, they
will be turned into the most beautiful
insects.
So the next time you see tow lovely
butterflies hovering near some flowers,
youll remember that haughty young
couple.
-Domiana Eugenio
Origin of Butterflies
C. Post Reading Activities:
1. Answering the motive questions.
How did the butterflies come to
be?
CT. Critical Thinking:
1. Comprehension Check:
Have the pupils answer the
questions given:
1. How did the fisherfolk regard the
old woman?
2. What is mysterious about the old
woman?
3. What did the young couple do that
insulted the old woman?
4. What did the old woman do to
punish the young couple?
5. Have you ever been in the same
situation as the old woman? Why
did you feel insulted? What did
you do?
2. Engagement Activities:
Have the pupils perform the following
activities under time limit.
Group 1; Fill the story grammar with
details from the selection.
Title:
__________________
Characters Setting Events
________ ________
 Direction: Put a check mark (/) on
the blank if the sentence is written
___________ Place Initiating correctly. If it is not, underline the
___________ ________ Events incorrect part and write the proper
____ ________ structure above it.

Time: Internal ______1. Everyone is waiting inside

Response the room.
Resolution ______2. Several of the audience is
from my hometown.
Attempt ______3. No one have been calling
___________ Dana ever since she
_________ arrived.
Consequence ______4. Many are in the small plastic
bag.
Theme ______5. Neither of the boys are
walking alone in the forest.

_________ 3. Motivation:
_________ Have you been to a science
_ laboratory? What are the things that we
can see there?
Group 2
Fill in the values web. 4. Presentation:
Have the pupils read the following
sentences.
WHAT I LEARNED FROM
THE STORY
1. See this aluminum? This will be the
source of electrons.
2. The electron receivers will be the
Group 3: Energize your thoughts copper. These will be called
Complete the paragraph electrodes.
3. Look at that solution on the shelf.
If I had the power to change the event of That is called an electrolyte.
the story, I 4. See those ingredients over there? We
would______________________________ will use those to make the electrolyte
___________________________________ solution that will move the electrons
___________________________________ on our aluminum and copper
___________________________________ electrodes.
REMEMBER:
Group 4: Lights, Camera, Action! 5. Discussion:
Demonstrative pronoun points out a
particular person,
Study the details how the young What are the place or thing.
italicized words in
couple walked to the house of the old This and that are singular
each sentence?
woman. Act out how they insulted the old demonstrative pronoun.
woman. Do these words point to a
Examples:
particular thing?
1. This is the chair of the High King
What
of the are
Lake.the words this, that,
GOLD (Grammar, Oral, these,2. and
Thatthose
is thecalled? (Demonstrative
gift of the acacia tree to
Language Development) pronoun)the sky.
1. Drill: Pronunciation drill: When do we use this? That?
Have the pupils recite the following: These? Those?
These and those are plural
Discuss further.
demonstrative pronouns.
She sells seashells by the seashore. Examples:
If she sells seashells by the seashore, 1. These are the eyes of a thousand
6. Generalization:
Wheres the seashells she sells by the snakes.
What are demonstrative pronouns?
seashore? 2. When
Those are
do thewewarriors
use from
this?theThat?
Kingdom of Rain.
These? those?
2. Review: Checking of
This and these refer to things near the
assignment:
speaker.
That and those refer to things far from
147 the speaker.
When this, these, that and those are
used before nouns, they are
adjectives not pronouns.

7. Application:
A. Guided Practice:
Group Work:
Group 1: Direction: Underline the
correct demonstrative pronoun.
1. (This, These) are the leaves from the
talking tree.
2. He is looking for the liquid stone in
(that, those) caves.
3. In (these, that) valley lives the
daughter of the sun and the moon.
4. The ants carried the prince in (those,
this) wooden box.
5. (This, These) are the gifts I wanted
most.
Group 2: Direction: Check the sentence
that has demonstrative pronoun.
1. At this moment, one out of every ten
people is suffering from the common
cold.
2. This trip is expensive.
3. This happened in many cases.
4. That story about feeding ac cold is
true.
5. Leave those on your desks.
Group 3: Direction: Write DP if the
underlined word is a demonstrative pronoun
and DA if it is a demonstrative adjective.
148
1. Madam Curie is a leading scientist
of the modern age. This is what
almost everyone knows about her.
2. Because of her experiments, she
was constantly exposed to radium.
This damaged her bone marrow.
3. That is what her daughter eve tells
us in her biography.
4. These contained the precipitates
and liquids needed for their
experiments.
5. This miserable old shed where she
conducted her experiments was the
happiest.
B. Independent Practice:
Direction: Complete the statements
with appropriate demonstrative
pronoun.
1. Do you know this person in this
newspaper? ______ is the author
of the book on the table at the far
end of the room.
2. What do you have in front of you?
_______is a porcelain flower vase
sent to me by my cousin in
Thailand.
3. What are these laborers putting up
on the sidewalk?
___________ are advertisements
and sign boards fro the coming
circus.
4. What do you have in your hand?
___________ is a bottle of
drinking water.
5. What books are in the
counter on the other side of
the room?
_____ are fairy tales.
IV. EVALUATION:
GOLD: Complete each sentence with
a demonstrative pronoun
1. Nena showed her bag to her classmate.
____ is mine, she said. ____ was
bought for me on my birthday.
2. Nenas classmates pointed to a bag a
few meters away. ____ is mine, she
said. Its new too. ___ was sent to me
by my sister who works abroad.
3. Nena opened her bag and showed it to
her classmate. ____ are the features
of this bag; a place each for pencils,
crayons, snacks, and a water bottle.

TS. Transfer Stage
1. Drill: Pronunciation drill:
Have the pupils read the
following verse drill.
But if you are unsure,/how can you
decide?/
But if you think of all the buts/ how can
you reach the summit?/
One who achieves the ultimate/
Is willing to catch a sunbeam/
Hes willing to know the unknown/
And conquer the unconquerable./
2. Review: Checking of assignment:
Direction: Identify the character trait
being shown by the following
situation:
1. Sir, this is your wallet. You dropped
it, the boy said to the old man.
2. Dont touch my doll! It is mine!
Mara said.
3. Faye obeys her teacher and older
classmates.
3. Motivation:
Ask the pupils what type of stories
they like to read and have them tell the
reason for their choice.
4. Presentation:
Have the pupils rearrange the
scrambled letters to form a word.
FROMIN (inform)
ETNREATIN (entertain)
PRESAUDE (persuade)
DSECIREB (describe)
NRARAET (narrate)
Have the pupils choose from the given
formed words the describe words:
1. Keeps readers amused.
2. Explains the details of things and
events.
3. Paints a picture through words.
4. Relates an event.
5. Gives reasons to convince his
readers.
Answers: (1. entertain; 2. inform; 3.
describe; 4. narrate; 5. persuade)
5. Discussion:
Explain to the pupils that a
material, story or a book that contains
facts was written for the purpose of
informing. On the other hand, a selection
that contains the opinions and views of the
author was written to persuade.
Explain also that identifying the
authors purpose for writing helps readers
to better understand what they read.
(Use the information written in the
generalization.)
6. Generalization:
How do we determine the purpose
of the author in writing a
selection?
REMEMBER:
The authors purpose is to inform if:
You learned specific facts from
the story.
The story gives true information.
The characters in the story are
real.
The selection gives data,
statistics, dates and figures.
The authors purpose is to persuade if:
The selection tries to influence the way
you think and feel.
The author convinces the reader of his
point of view.
The selection calls for action and
warns of consequences for each action.
The author makes use of words like
should, must, in my opinion, etc.
The authors purpose is to entertain if:
The selection affects the emotions of
the readers.
The selection gives pleasure,
enjoyment, and amusement.
The characters in the story are not real.
The selection is funny, shocking, scary,
make-believe, intriguing etc.
7. Application:
A. Guided Practice:
Read the following titles of reading
materials. Decide which of these were
written to entertain or to inform. Write
the number of your answer inside the
appropriate circle.
149
 _____ 5. A letter requesting assistance for
a. Rosys Book of Cookie Recipe a Clean and Green project.
b. Origami The Art of Paper Folding (persuade)
c. The Amazing Adventure of Squirmy
the Worm V. ASSIGNMENT:
d. .The Book of Knowledge A. GOLD: Underline the correct
e. Aesops Fable demonstrative pronoun for each of the
f. Harry Potter and the Order of the following sentences.
Phoenix
g. The Illustrated Dictionary of Animal 1. (This, These) are the leaves from the
Life talking tree.
h. How the Ants Finally Won the War 2. He is looking for the liquid stone in
i. How to Survive the Information Age (that, those) caves.
j. The Powerpuff Girls 3. In (these, that) valley lives the
daughter of the sun and the moon.
INFORM ENTERTAIN 4. The ants carries the prince in (those,
this) wooden box.
5. (These, This) are the eyes of a
thousand snakes.

B. Tell the authors purpose for each of the B. TS. Write the purpose of the author in
following titles: writing the following article/ titles:

1. My Point of View (Persuade) 1. A chapter in Science book explaining

2. The Best Beaches in the Philippines why and how volcanoes erupt.
(Inform) 2. A manual on how to operate a
3. I Love Lassie (Entertain) personal computer.
4. Dagul: A Carabaos Revenge 3. The comics page of a daily newspaper.
(Entertain) 4. A story about a snowman who turned
5. TV Guide (Inform) into a real boy for a day.
6. Christianity and the Filipino 5. A column giving advice about matters
(Inform) of the heart.
7. What We Think About.(Persuade)
8. A Day in he Life of Bigfoot
(Entertain) LESSON # 13
9. The Worlds Worst Disasters
(Inform) OBJECTIVES:
10. The Ghost of Monte Vista
(Entertain) GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the
IV. EVALUATION: story listened to.
TS: Read the following titles. GOLD: 3. Use intensive pronouns.
Write whether the purpose of TS: 4. Infer the general mood of the
the author in writing these is to entertain, selection
inform or persuade. Write your answers
on the space provided: II. Subject Matter:
GLR: Smaller But Wiser
_____ 1. Direction for making leche flan. GOLD: Using Intensive Pronouns
(inform) TS: Inferring the General Mood of
_____2. A poem entitled, A Mermaids the Selection
Song (entertain)
_____ 3. An advertisement telling about the Reference:
smallest cellular phone. 2002 Basic Education Curriculum
(persuade) PELC Speaking 7; 7.3
_____ 4. A newspaper article about a fire PELC Reading 8.1
that raged a squatters area along Dynamic Series in English p. 27
Commonwealth Avenue. Milestone in Reading 6 p. 205
(inform) Grammar in Focus p.

150
Across the Border Through Language p. 80 Can you leap over this snail?
Linking the World through English pp. 156 the elephant asked.
Yes, I can! Ill show you, the
Materials: strips of cartolina. Index cards, kangaroo replied. The kangaroo
leaped over the snail.
III. Procedure: Can you leap over this monkey?
GLR: Genuine Love for Reading the elephant asked.
A. Pre-reading Activities: Yes, I can! Ill show you, the
1. Drill: Pronunciation drill: kangaroo replied. The kangaroo
Have the pupils say the following leaped over the monkey.
phrases with the /oi/ sound. Have the Can you leap over this goat?
pupils know that the /oi/ is a single the elephant asked.
syllable, not two. Yes, I can! Ill show you, the
kangaroo replied. The kangaroo
1. the noise of the boys leaped over the goat.
2. toys made from coconut coir Can you leap over this cow? the
3. the poise of a joyful man elephant asked.
4. join a tour of Troy Yes, I can! Ill show you, the
5. spoiled the broiled meat kangaroo replied. The kangaroo
6. avoid the muddy soil leaped over the cow.
7. toiling at the hoists Can you leap over me? finally
8. a gold coin for poison he asked. If you can do that, Ill give
9. join the loiterers you a free swing on my tusk every day
10. doilies that coincide but if you fail, you will instead brush
my sides every day.
2. Motivation: Yes, I can, said the kangaroo.
Do you believe that Ill show you, he added. But before
sometimes smaller ones have better the kangaroo could leap over the
ideas than big ones? elephant, the elephant had stood up to
its tall height.
3. Vocabulary Development: The kangaroo thought the elephant
Have the pupils know the was clever. It thought and thought. It
meaning of the following words: didnt want to scrub the sides of the
elephant. At last, an idea came to the
a. leap (action) kangaroo.
b. tusk (picture) On one condition! it shouted.
c. clever (The clever ant bit the right leg of What condition? the elephant
the hunter.) asked.
d. condition (Ill give you this money on That you will close your eyes
condition that you will use it well.) while I jump! the kangaroo
e. agree (action) explained.
All right. I agree, answered the
4. Motive question: elephant.
What made the kangaroo As the elephant closed its eyes, the
think that elephant was clever? kangaroo hurriedly walked behind the
elephant to go to the other side.
B. During Reading Activities: That is the reason why the
Have the pupils listen as the teacher kangaroo in our story gets a free
reads the story. swing on the elephants tusk every day.

C. Post Reading Activities:

1. Answering the motive questions.
Smaller But Wiser What made the kangaroo
think that elephant was clever?
A silly elephant once asked a
kangaroo if he could leap well.. CT. Critical Thinking:
2. Comprehension Check:

151
 Have the pupils answer the
questions given:
a. When the kangaroo was about to leap
over the elephant, what did the elephant
do?
b. What made the kangaroo think that the
elephant was clever?
c. Was the kangaroo willing to scrub the
sides of the elephant? What condition
did he give before he could leap?
d. Who is more clever, the kangaroo or the
elephant? Prove your answer.
3. Engagement Activities:
Group the pupils into four. Have
them perform the following activities:
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: Thank you, God!
Being clever is Gods gift to us. What
we do is our gift to Him. Have you done
something which you think is your gift to God?
If you have, recall and write them here.
_______________________________________
_______________________________________
_______________________________________
_______________________________
Group 3
Fill in the values web.
WHAT I LEARNED FROM
THE STORY
GROUP 4: DRAW ME!
Draw the elephant and the kangaroo in
the story. Make a dialogue between the two
using the bubble.
Elephant: Kangaroo:
Allow the pupils to perform the
activities under limited time.
152
GOLD (Grammar, Oral, Language
Development)
Drill: Pronunciation drill:
Have the pupils recite the
following:
Peter, Peter, pumpkin eater/
Had a wife and couldnt keep her/
He put her in a pumpkin shell/
And there he kept her very well//
2. Review: Checking of
assignment:
Direction: Underline the correct
demonstrative pronoun for each of the
following sentences.
1. (This, These) are the leaves from the
talking tree.
2. He is looking for the liquid stone in
(that, those) caves.
3. In (these, that) valley lives the
daughter of the sun and the moon.
4. The ants carries the prince in (those,
this) wooden box.
5. (These, This) are the eyes of a
thousand snakes.
3. Motivation:
Have you read the stories, The
Ugly Duckling, The Little Mermaid, The
Tinder Box, The Snow Queen, The
Princess and the Pea and The Emperors
New Clothes? Who has written these
stories? (Hans Christian Andersen)
4. Presentation:
Have the pupils read the following
sentences taken from the story about the
famous author, Hans Christian Andersen.
1. His mother, herself, spent long hours
reading stories to him.
2. His father saved money so Hans could
go to the theater, and he, himself, took
the boy there.
3. To encourage Hans to go back to
school, his friends told him that they,
themselves, would shoulder his
expenses.
5. Discussion:
What are the italicized words in the
sentences?
What do these words do with the
nouns or pronouns that precede them?
 What does the pronoun herself
emphasize? himself? themselves?
What are these pronouns called?
Can you leave out the intensive
pronoun without changing the meaning
of the sentence? (yes)
Discuss further.
6. Fixing Skills:
Underline the intensive pronouns
used in the following sentences. Box the
word it intensifies/emphasizes.
1. I, myself, will supervise the work.
2. You, yourself, will shop for the
materials.
3. We, ourselves, are responsible for the
success of our project.
4. Our output, itself, will speak for us.
5. She, herself, wrote it.
7. GENERALIZATION:
What are intensive pronouns?
When do we use intensive pronouns?
REMEMBER:
Intensive pronouns end in self
when singular and selves when plural. It is
always used with antecedents.
An intensive pronoun is used to
emphasize a preceding noun or pronoun. It
can be omitted without changing the
meaning of the sentence.
8. Application:
Guided Practice:
Direction: Complete each sentence with
intensive pronoun:
1. Lorna, ______, reads a nice poem.
2. She, ______, wrote it.
3. Her classmates, ______, read the
poem and liked it.
4. We, ______, will write, too.
5. You, _____, have to make the
illustrations.
B. Independent Practice:
Direction: Underline the intensive
pronoun and circle its antecedent.
1. Alita, herself, compiles her poems
and stories.
2. The president of the English club,
himself, encourages the children to
write poems and stories.
153
3. The teachers, themselves, assist
the pupils to visualize what they
want to write.
4. Larry, himself, offers for the
illustrations.
5. All the children, themselves, enjoy
writing poems.
IV. EVALUATION:
GOLD: Direction: Complete each
sentence with intensive pronouns.
1. The members of the Filipino
Inventors Society, _________,
have offered a solution to the
environmental problem.
2. The president of the Filipino
Inventors Society said that the
transporters and dealers, ________,
should stop from selling used oil.
3. A circular was issued by the
government, _______.
4. To insure that the used oil, ______,
would not be used as fuel in
furnaces and of cement kiln, there
should be a collection system of
used oil.
5. You, _____, can help the quality of
your environment.
TS. TRANSFER STAGE:
1. Drill: Pronunciation
drill:
Have the pupils recite the
tongue twister.
It isnt the hunting on the hills/ that
hurts the horses hooves,
Its the hammer, hammer, hammer
on the hard high road.
2. Review: Checking of assignment
Write the purpose of the author in
writing the following article/ titles:
1. A chapter in Science book explaining
why and how volcanoes erupt.
2. A manual on how to operate a
personal computer.
3. The comics page of a daily
newspaper.
4. A story about a snowman who turned
into a real boy for a day.
5. A column giving advice about
matters of the heart.
3. Motivation:
 What was the last movie you have
watched?
What was it all about?
Have the pupils tell the feeling or
mood the movie put them in.

1. Which of these choices is not

4. Presentation: described in the selection?
Have the pupils identify the mood
projected by the following situation: A. a crowd shouting
B. people fighting
a. The house was very dark. Jahzeel C. clapping hands
pushed the door and heard a loud D. loud music
creaking sound as it opened. He held
his breath as he stepped very slowly 2. Read the last two sentences. How
into the room. Suddenly, a cold hand does Don probably feel?
gripped his neck. A. scared B. annoyed
_____________________ C. excited D. tired
(suspenseful)
3. Which phrase best completes this
b. The sun is rising from behind the graphic organizer?
mountain. The flowers are all in bloom.
Birds are chirping. The children are
laughing. People
chanting

(happy)
Clapping hands
?
c. The shark slowly appeared from the
deep water and started circling the boat. The Concert
It is big and silvery white with small
eyes and saw-like teeth that made the
fisherman tremble.
_______________ A. people talking B. quiet
(fearful) music
C. people singing D. loud
5. Discussion: music
Have the pupils understand that aside
from inferring about character traits, it is 7. GENERALIZATION:
also important to infer the general mood
of a selection they read. Making an inference is seeing
other meanings that directly stated details
As you read each situation, what in a passage imply, suggest, or hint at. An
feeling do you get from reading it? inference is going beyond the surface
What does mood mean? details.
How do we infer the general mood
of a selection? Authors use words, phrases and
Discuss further. images to catch the attention of the
readers and to work on their emotions and
6. Fixing Skills: create the mood of the selection.
Read the passage below. Infer the
mood each situation brings by selecting What is a mood? Mood is the
from the given choices. (Reading for feeling you experience while reading. It is
Meaning 6 p. 158) the atmosphere which covers a whole
range of moods; from anger to sadness; to
Don watched the crowd grow. excitement and fear.
Music blasted out of the speakers. He
could feel the beat through his body. 8. Application:
When the lights went out, everyone
pushed forward. People started chanting
the names of their favorite band members
and clapping their hands. Don smiled and 154
started clapping, too. He knew it would be
a great concert.
 Have the pupils read the following Quotes Mood
paragraphs. Then, infer the general 1. wished it could 1. ___________
mood of each selection. Arrange the talk
letter of the following words to identify 2. had to sit still and 2. ___________
the mood given. keep quiet.
3. with a great roar, 3. ___________
1. Roland frowned. He wanted to watch a the mountain threw
basketball game TV. But Maricel was the rock high into
watching another program. He suddenly the sky.
switched to another channel. Maricel 4. it flew through the 4. ___________
shouted. How impolite! air and landed in a
____________ (ngaer) river.
5. cant talk but at 5._____________
2. Karl and Jazzer are boy scouts. They least can travel.
have been learning to give first aid. They
have learned what to do with the cuts,
MOOD BANK
bruises, sprains and how to dress
wounds. One day, while the boys were Anger sadness resignation
walking home from school, they saw a Joy surprise appreciation
car hit a little girl. Karl and Jazzer ran
quickly to the child. She was
unconscious and blood was spurting V. ASSIGNMENT:
from a wound on her wrist. A. GOLD: Direction: Complete each
__________ (chlleagne) sentence with intensive pronouns.
Underline the noun or pronoun
3. What a place! Cockroaches which the intensive pronoun refers
everywhere, cobwebs, and dust thick to.
enough to plant potatoes in it!
___________ (gutsdis) 1. Neil Armstrong, _______,
prepared well fro the flight to
IV. EVALUATION: space.
TS: Direction: Read the passage below. 2. His teachers, _______. Told
Infer the moods directly stated by the quotes about Neils excellence in
given. The MOOD BANK can serve your Science and Math.
guide to identify the mood being referred to. 3. The lesson for learning to fly a
plane was expensive, but Neil,
Once there was an old rock on top of _______, earned the money for
a mountain that wished it could talk. Now it.
and then, a person or an animal came by. 4. The training program,
Some climbed onto the rock to look at the ________, was difficult.
view. 5. The U.S. President, ________,
congratulated the three
Hey! the rock wanted to say. astronauts.
Watch your step! But it could not.
Thousands of years came and went B. TS.
but the rock could not come and go like the Direction: Infer the
people and the animals. It had to sit still mood of the following
and keep quiet. selection. Choose your answer
form the given choices inside the
Then, one day, something changed. box.
The earth moved. With a great roar, the
mountain threw the rock high into the sky. It 1. Please dont cry. Tell the kids that
flew through the air and landed in a river their daddy is fighting for them, for
miles away. his wife, for his people, and for his
country, said the departing soldier.
Well, the rock thought to itself. I _____________.
still cant talk, but at least, I can travel.

155
 2. All the children were opening their
gifts. Their faces brightened up as
each took out a toy from inside
colorful wrappers. But Lita had no
gift to open. Tears started to flow
down her cheeks. If only my
parents were alive, she thought.
3. The Francisco family was up early,
and so were the rest of the people in
the whole town. Bands have been
playing merrily since six oclock in
the morning. Church bells have been
ringing gaily, too. The town fiesta
has begun.
Merry excited
Sad sorrow
LESSON # 14
OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use reflexive pronouns.
TS: 4. Recognize the figurative language
to describe people and events
simile, metaphor, hyperbole and
personification
5. Use the figurative language to
describe people and events
II. Subject Matter:
GLR: Depending a Poor Man
GOLD: Using Reflexive Pronouns
TS: Inferring the General Mood of the
Selection
Reference:
2002 Basic Education Curriculum
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Milestone in Reading 6 p. 205
Grammar in Focus p.
Across the Border Through Language p. 80
Linking the World through English pp. 156
Materials: strips of cartolina. Index cards,
III. Procedure:
GLR: Genuine Love for Reading
A. Pre-reading Activities:
156
1. Drill: Pronunciation drill: Have
the pupils recite the given tongue
twister:
Kimbo Kemble kicked his kinsmans
kettle.
Did Kimbo Kemble kcik his
kinsmans kettle?
If Kimbo Kemble kicked his
kinsmans kettle,
Wheres the kinsmans kettle Kimbo
Kemble kicked?
2. Motivation:
How do you treat a visitor?
3. Vocabulary Development:
Read the following sentences.
Use context clues to decide
which word from the box make
sense in each sentence.
innkeeper chamber
gypsy trial
predicament majesty
1. Upon reaching the place where
we are going today, we were
warmly welcomed by the
______.
2. I dont want to be caught in a
_____ because it is a difficult
situation to be in.
3. She feels like a ____ every
time her father is assigned from
one province to another.
4. The ____ was filled with
people who were eager to hear
the verdict.
4. Motive Question:
Have the pupils state
questions about the story.
(Who depended the poor man?
How?)
B. During Reading Activities:
Have the pupils listen as the
teacher reads the story.
Depending a Poor Man
Janos Kadar, a Hungarian, was a
hardworking fellow. He worked till the
wee hour of the night. Soon he was
able to pay off all his debts and still
had enough money left to live
comfortably for the rest of his life. So
one beautiful sunny day, Janos went to
see and repay the innkeeper who had
helped him when he was penniless and
starving.
How surprised the innkeeper was
when he saw Janos. Hello. Fifteen
years ago, you gave me three boiled
eggs when I was very poor and hungry. I
came back to reward you for your
kindness by paying for those eggs a
hundredfold.
Unfortunately, the generous
innkeeper became a greedy one after
fifteen years. He figured out what have
happened if the three eggs had hatched
into little chickens and if those chickens
had grown up and hatched for more
chickens, and so on. Finally, he greedily
concluded that Janos must give him
everything he had, including his savings.
Janos almost fell dead in surprise
with how his kind gesture was met with
by such unimaginable greedy demands.
The story of his predicament spread like
fire throughout the land. The King of
Hungary heard the story and
volunteered to sit in the jury.
Janos became more and more upset
as the time drew near for him and the
innkeeper to face the king in court. Soon
his hard-earned savings would
disappear like a bubble for he presumed
that the king would decide in favor of
the crafty innkeeper.
A week before the final day, while he
was thinking about his misfortune, a
gypsy came by. Why are you wearing a
long face, goodman? he asked
cheerfully. Janos told him everything.
Dont you worry. Ill present the case
to the king and youll surely win. You
should know how clever gypsies are.
Janos accepted the offer even if he had
little hope that anyone could really him.
On the day of the trial, Janos was
looking for the gypsy in the chamber. He
was nowhere to be found. After sitting
and waiting for a long time, the King
grew impatient. Janos Kadar, he said.
Prepare to give all that which the
157
innkeeper is asking for you if your
representative doesnt appear in thirty
seconds.
Just in time, the gypsy came
bursting through the door. Your
majesty, I apologize for being late. You
see, I was boiling corn at home, trying
to turn it into more corns!
Everyone in the chamber roared in
laughter.
How silly you are! How can you
make more from boiled corn? asked
the King.
The gypsy grinned and said, Well,
Your Majesty, how can you hatch
chicks from boiled eggs?
The King stared at the gypsy
thoughtfully. I think youre right. The
boiled eggs could not hatch into chicks
anymore. Finally, he said, Janos,
you have to pay only for the eggs you
ate.
How thankful Janos was to the
King and most especially to the gypsy
traveler. As for the innkeeper, there
was no more reward just a few cents
for his boiled eggs.
Adapted
C. Post Reading Activities:
1. Answering the motive
questions.
2. Comprehension Check:
Have the pupils answer the
following questions:
a. What did the poor Hungarian owe the
innkeeper?
b. How much did the innkeeper want the
poor man to pay?
c. Who depended the poor man? How?
d. If you were the gypsy, how would you
depend the poor man?
e. If you were the King, would ypu do
the same?
3. Engagement Activities:
Have the pupils perform the
following activities under time
limit.

GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: Thank you, God!
Being clever is Gods gift to us. What
we do is our gift to Him. Have you done
something which you think is your gift to God?
If you have, recall and write them here.
_______________________________________
_______________________________________
_______________________________________
_______________________________
Group 3
Fill in the values web.
WHAT I LEARNED FROM
THE STORY
GROUP 4: DRAW ME!
Draw the elephant and the kangaroo in
the story. Make a dialogue between the two
using the bubble.
King Janos
Allow the pupils to perform the
activities under limited time.
GOLD (Grammar, Oral, Language
Development)
1. Drill: Pronunciation drill:
Have the pupils recite the following:
Lily Lee listens to lessons,
As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.
. Review: Checking of assignment:
Direction: Complete each sentence
with intensive pronouns. Underline
the noun or pronoun which the
intensive pronoun refers to.
158
1. Neil Armstrong, _______, prepared
well fro the flight to space.
2. His teachers, _______. Told about
Neils excellence in Science and
Math.
3. The lesson for learning to fly a plane
was expensive, but Neil, _______,
earned the money for it.
4. The training program, ________, was
difficult.
5. The U.S. President, ________,
congratulated the three astronauts.
3. Motivation:
Which of the stories written by
Hans Christian Andersen have you
read already?
4. Presentation:
Have the pupils read the following
sentences:
I find myself enjoying the
stories.
The swan saved itself in the
water.
My parents gave themselves
time to watch a movie.
5. Discussion:
What are the underlined words in
each sentence?
What are these words? (reflexive
pronoun)
Can you read each sentence
without the reflexive pronoun?
Does it make sense?
In what way is the reflexive
pronoun similar to intensive pronoun?
How does it differ?
Discuss further.
6. Fixing Skills:
A. Underline the pronoun and circle
its antecedent. Then put a check
(/) before each number if the
pronoun is a reflexive pronoun
and (x) if it is intensive pronoun.
_____1. Annie reads to herself a nice
poem.
_____2. She, herself, wrote it.
_____3. Her classmates, themselves, read
the poem, and liked it.
_____4. Sherwin offers himself for the
illustrations.
_____5. Jahzeel, himself compiles his
poem and stories.

B. Complete the following sentence
with reflexive pronoun.
1. Neil Armstrong prepared _____
well for the flight to space.
2. The lessons for learning to fly a
plane were expensive but Neil
earned the money for it _____.
3. Neil applied _____ for the
astronaut program but was not
optimistic about his chance
because there were many
applicants.
4. Nobody else but Neil _____ was
surprised when he was accepted.
5. It was Neil ______ who became
the first human being to step on
the moon.
7. GENERALIZATION:
What is a reflexive pronoun?
REMEMBER:
The reflexive pronoun is used as
an object that refers to the subject.
It is necessary to the sentence,
and, therefore, cannot be left out.
8. Application:
A. Complete the following sentence with a
reflexive pronoun:
1. The President of the Filipino
Inventors Society said that the
transporters and dealers should stop
______ from selling used oil.
2. Instead of burning, the FIS members
said that they will collect the used oil
for ____ to refine and recycle it and
save thousands of lives of people.
3. The refining process won for _____
the Best Invention Awards in 1994
during the National Inventors Week.
4. You make an experiment about
chemical change for ______.
5. Olivia Salamanca was a brilliant
student ______.
B. Write R if the italicized pronoun is
reflexive and N if not.
_____1. Olivia Salamanca was a bright
student herself during her
college years.
_____2. As a student, she, herself, did
research on a cure for
tuberculosis.
_____3. At first, Mr. and Mrs.
Salamanca, themselves,
encouraged her in her work.
_____4. As a doctor, Olivia cared more
for her patient than for
herself.
_____5. Today, tuberculosis, itself, is a
curable disease.
IV. EVALUATION:
GOLD: Direction: Complete the
following sentence with the correct
reflexive pronoun.
1. I find ____ enjoying biking around
the neighborhood.
2. Jazzer learned ____ playing the
guitar.
3. The teachers gave _____ time to
relax during Teachers Da.
4. The girls collect shells and stamps
for _____.
5. Allyson make an album of
butterflies for _____.
TS. Transfer Stage
1. Drill: Pronunciation Drill:
Have the pupils recite the following:
Should she sell sheers sheets or
should she sell shaggy shawls?
2. Motivation
Have you read a poem? Did you
understand the meaning of the poem or
what the author wants to convey? Why?
Why not?
3. Unlocking of difficulties
a. delight - satisfaction
b. bower - one who bends his
head or body to show respect
c. fold - to lay one part
over another part
d. duster- one used to remove
dust
B. Development of Lesson
1. Presentation
a) The teacher sets standards
in reading a poem and hints
for pupils to learn
appreciation of poems.
b) The teacher will present
poems written on a manila
159
 paper. She will post it on at a
time for discussion. Metaphor is a figurative
c) Teacher reads a poem twice. language that makes direct
comparison of two unlike
NIGHT things that make something
By William Blake in common.

The moon like a flower i. Present this poem on the

In heavens high bower board.
With silent delight
Sits and smiles in the night A spider walked a tightrope
there
2. Analysis and Discussion And did not trip or fall
She even kept her balance
1. Teacher asks a pupil to read well
the underlined words in the Without a parasol
poem.
2. The teacher reads the The underlined group of
underlined words again and words shows personification.
says that the underlined sets Personification is the giving
of words are examples of of human qualities to
figures of speech. animals, objects and idea.
3. Study the lines from the first
poem. What human qualities are
given to the spider?
a. How did the poem describe walked a tightrope
the moon? kept her balance well without
Like a flower in heavens high a parasol
bower.
j. Pupils read the poem in
b. Can the moon really do what unison.
the poet wrote?
Sits and smiles on the night 3. Generalization
With silent delight
Figurative langauge describes
c. Explain that poets use ways and it goes beyond what
figurative language to create words actually mean. These
sensory images. are oftentimes used by poets
to suggest meanings.
d. Tell the class that the first
underlined set of words in the The three types of figurative
poem is called simile. It language learned are:
compares two unlike objects
with the use of like or as. a. Simile is stated
comparisons of two unlike objects
e. In the second and third have something in common. It uses
underlined group of words, the words like and as in comparing.
figurative language used is
personification. It gives b. Personification is the
human characteristics to non- giving of human qualities to animal,
human things. objects and ideas.

f. Present the second poem. c. Metaphor makes a direct

g. Study how the author comparison of two unlike things that
describes a turtle. have something in common. It does
A tidy turtle folds himself up not use the word like/as.
carefully and puts himself
away 4. Application:
A. Direction: Tell whether the
h. Tell the pupils that these given sentence below is a Simile, a
groups of words are called Metaphor or a Personification. Write
metaphor. your answer on a piece of paper.

160
_____ 1. The flower swayed happily the
wind.
_____ 2. The dictionary is the
bankbook that guides us in
use of the words and their
meanings.
_____ 3. The airplane was swallowed
by the thick clouds.
_____ 4. The leaves whisper their
words to each other as the
wind passes by.
_____ 5. To be in the museum is to be
at a time machine set back
long time again.
Possible Answers:
1. Personification 2. Simile
3. Metaphor 4.Personification
5. Metaphor
B. Enrichment Activities
Direction: Study the following
lines from the poems given to
your group. Underline and identify
the figurative words used. (Simile,
Metaphor, Personification)
Here are the poems.
The moon like a flower
In heavens high bower
With silent delight
Sits and smiles in the night
From: NIGHT by William
Blake
My turtle is a tidy boy!
When he is tired of play,
He folds himself up
carefully
And puts himself away.
From: TIDY TURTLE by Polly Chase
IV. Evaluation
Direction: Identify the
figurative words used in
each sentence. Write S for
simile, M for metaphor, P for
personification.
______1. The kettle sings as it sits on
the stove.
2. The grass dances with the
wind.
3. The sun is a ball of fire.
4. The clouds are as white as
cotton.
______5. Her brother was a tower of
strength during those hard
times.
161
V. ASSIGNMENT:
GOLD: Make/Write 5 sentences
using Reflexive Pronoun.
TS. Direction: Identify the figurative
words used in each sentence.
Write S for simile, M for
metaphor, P for
personification.
______1. An army of fleas attacked
the dogs.
______2. The wrinkled sea beneath
him crawls.
______3. The taxis roll along the
avenue like spools of
colored threads.
______4. The wind slapped my face
like an old man.
5. The car eats lot of gas.
LESSON # 15
OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the
story listened to.
GOLD: 3. Use relative pronouns.
TS: 4. Sequence the key concepts
or big ideas to show
wholeness of the story/
selection
II. Subject Matter:
GLR: The EDSA Revolution
GOLD: Using Relative Pronouns
TS: Sequencing the Key
Concepts or Big Ideas To Show
Wholeness of the Selection
Reference:
2002 Basic Education Curriculum
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Milestone in Reading 6 p. 205
Grammar in Focus p.
Across the Border Through Language p.
80
Linking the World through English pp.
156
Materials: strips of cartolina. Index cards,
 III. Procedure: Have the pupils formulate
GLR: Genuine Love for Reading their own questions.
A. Pre-reading Activities:
1. Drill: Pronunciation drill: B. During Reading
Activities:
Betty bought a bit of butter but she Have the pupils listen as the
found the butter bitter/ teacher reads the story.
So she bought a bit of butter to
make the bitter butter better. The EDSA Revolution

2. Motivation The four days of February 22

to 25, 1986, known in the Philippines
Who is the 10th President of as the EDSA Revolution, is a Filipino
the Republic of the version of a peaceful and non-violent
Philippines? popular uprising. It was the victory
Who is the President next of the national purpose and
to President Ferdinand E. conservative values of the nation. It
Marcos? was the outpouring of love, anger
How did these two and courage which brought the
presidents become popular in people into streets against the
the history of the country? power of a dictator and the fear of a
Are you familiar with the communist takeover.
events that brought about the
fall of Marcos and the rise of While the world watched,
Cory Aquino? their eyes glued to their television
Today, we will read one of sets, the Epifanio de los Santos
the momentous events in the Avenue or EDSA for short, became
history of the country, the one stage for a drama: Cory Aquino
EDSA Revolution. (Show as the heroine, Ferdinand Marcos as
pictures of the EDSA the villain and the rebel military
Revolution) leaders in the persons of Fidel
Ramos, Juan Ponce Enrile and
3. Unlocking of Difficulties Gregorio Honasan as sudden heroes.
Substitute another word Within hours of the announcement of
for the underlined word in Enrile and Ramos break up with
each sentence. Choose the Marcos in a press conference, the
word from the list given below. streets outside of the rebel
headquarters became filled with
descended surged emboldened people.
rolling non-violent glued
stormed manned Men, women and children
descended into EDSA from all
directions bringing with them
a. The tanks were moving provisions such as fried chicken,
towards them. spaghetti, sandwiches and soft
b. The armored tanks were drinks, not to take part in a
driven by armed soldiers. revolution, but in a family picnic.
c. The people moved forward. They came with their radios and
d. The crowd came to EDSA cassettes while the women brought
from all directions. their umbrellas and camped on the
e. The revolution was a no- concrete highway with their families
shooting struggle. and friends. Cars and vehicles were
f. The eyes of the whole world parked in the middle of the streets.
were stuck to their TV sets. Soon the people saw military
g. No longer afraid, the lady tanks manned by heavily armed
offered him some food. soldiers rolling towards them.
h. The people broke through the Suddenly everyone ran in the
gates of the palace. direction of the advancing tanks.
Instinctively, they held on to each
4. Motive Question: other. Locked in each others arms
the praying nuns and priests, the
businessmen, students, teachers,

162
laborers, housewives forming a
strong chain, they all surged forward
risking their lives as they faced the
advancing armored tanks.
Hold on! one man shouted.
Do not let go! another one
commanded, as they held on tightly
locked arm in arm.
Holding a rosary, a nun
suddenly stepped forward and
sweetly offered a sampaguita garland
to a soldier. Emboldened, a lady
offered a second soldier some
sandwiches and cigarettes. Then the
crowd offered the armed soldiers in
the tank pieces of fried chicken, soft
drinks, other food and cigarettes
which the tired and hungry soldiers
could not resist.
Join us, the people told the
soldiers, let us not kill one other. We
are all Filipinos and brothers. The
soldiers went down and abandoned
the tanks and joined the crowd to the
great joy and applause of the people.
At last, Malacaang fell. All the
people stormed its gates and rushed
through the rooms of the palace.
People Power had won over
the dictators rule. A long night had
ended. It was the break of a new
dawn. The Filipino people had shown
to the world that a non-violent
struggle for freedom can be won
through the unity and prayers of a
people determined to live the way of
peace, justice and freedom.
C. Post Reading Activities:
1. Answering the motive questions:
2. Comprehension Check:
163
Have the pupils answer the
following questions:
What did the Filipino people
fight for during the four-day
EDSA Revolution?
How did EDSA become the
center of drama during the
revolution?
Who gathered at EDSA?
How did the people stop the
military tanks from dispersing
them?
How did the nuns and the
crowd soften the wooden
heart of the soldiers?
Engagement Activities:
Have the pupils perform
the following activities under time
limit.
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: What I learned from the
story:
What moral values of the
Filipinos are inferred from
the following situations?
A great number of people came
to EDSA after a call for help was
aired through the TV and radio
stations.
(COOPERATION)
Let us not kill one another. We
are all Filipinos and brothers, the
people pleaded the soldiers.
(LOVE FOR FELLOWMEN)
As the crowd waited in the
concrete pavement, many of
them prayed while others sang
spiritual hymns.
(FAITH)
Locked in each others arms like a
strong chain, the people
approached the advancing tanks.
(UNITY)
The people offered food, soft
drinks and cigarettes to the tired
and hungry soldiers.
(CHARITY)
GROUP 3:
 Fill the story grammar with details Have the pupils read the following
from the selection. sentences taken from the history of the
Philippine National Anthem:
STORY GRAMMAR ORGANIZER
The Philippine National Anthem is
Have the pupils complete the story a song that expresses well the
grammar organizer: story of our struggle for
Title: _________________________ independence.
Author: _______________________ Emilio Aguinaldo who had
commissioned the song, intended
Who is the main character? it to be part of the proclamation
rites of the Philippine
Independence Day.
Where and when did the story take place? Jose Palma, who was a great poet,
wrote the lyrics of the song.
What is the problem or conflict?
4. Discussion:

What did the main character do to solve What are the italicized clauses in
the problem? each sentence?
What is the function of each
clause?
How did the story end? What word introduced each
clause?
What are these words?
What is the function of relative
GROUP 4:
pronoun?
WRITE ME A LETTER Discuss further.

Choose your most liked character 5. Fixing Skills:

or most disliked character and write a letter A. Write the correct relative
to the character expressing your feelings to
pronoun to complete each sentence.
him/her.

1. During the Spanish period, the

Barong Tagalog ______ was the
GOLD: Grammar Oral, fashionable wear at that time, was
Language Development: made from the fiber of the
pineapple plant.
1. Drill: pronunciation Drill: 2. Tinikling, ____ is a popular dance
Have the pupils read the among Filipino celebrations, uses
following verse drill: bamboo poles.
3. Many childless married women go
A fairy fell in love/ with a beautiful to Obando, Bulacan, to dance at
firefly the rites _____ has now become a
She wanted his fire/ and she wanted devotional dance to the towns
to fly.// three patron saints.
An elf said,/ The fair fairy is being 4. The enchanted forest, _____ is a
funny,// part of Baguio City, attracts both
She can make fire/ and she can fly/ the young and adults.
Even without a firefly!/ 5. The yoyo, a game ____ is now
played around the globe, was
2. Motivation: started in the Philippines by a
Can you sing the National Anthem Filipino.
from memory?
6. GENERALIZATION:

3. Presentation: What is a relative pronoun?

164

REMEMBER:
A relative pronoun is a pronoun that
may introduce an adjective clause. It
joins its antecedent of which it is part.
Relative pronoun should be placed as
close as possible to their antecedents.
Note that the pronouns
who, whom, and whose are used
to refer to people;
that is used to refer to people and
things;
which is used to refer to things
and animals.
7. Application:
A. Direction: Supply the following
sentences with the correct
relative pronoun:
1. Kawit, Cavite ____ is the site of
the Declaration of the Philippine
Independence, is a place
memorable to me.
2. My mother, ____ is very dear to
us, used to narrate how we were
taken home to Kawit, Cavite.
3. A special train ____ Grandfather
had hired was waiting for us.
4. From then on, our family ____
Grandfather cared for so much,
stayed in Kawit.
5. Grandfather needed someone ___
could host his numerous visitors.
IV. EVALUATION:
GOLD: Direction: Write the
appropriate relative pronoun for the
following sentences:
1. The original flag, _____ was made
in Hong Kong by Dona Marcela
Agoncillo, is exhibited at the
Aguinaldo Museum in Baguio City.
2. Emilio Aguinaldo, _____ brought
the flag to the Philippines had it first
unfurled at Kawit, Cavite on June
12, 1898.
3. The history of the Filipinos is
recorded in the museum _____ was
inaugurated in May, 1985.
4. This flag, ____ was taken by the
Americans, was given to the
American museum.
5. Seven years later, the general ____
lay dying on his bed, kissed the
flag for the last time.
TS. TRANSFER STAGE:
1. Drill: Pronunciation Drill:
Have the pupils recite the
following tongue twister:
She sells seashells from the
seashore/
If she sells seashells from the
seashore,
Wheres the seashells she sells
from the seashore?
2. Review
Do you still remember the basic
elements of a short story?
(Title, Main Character, Setting, Plot,
Ending)
Presentation:
Ask the pupils the title of the
selection. Ask them to count the
number of paragraphs in the
selection.
4. Analysis and Discussion
Guide pupils to identify the key
concept or big ideas involved in
each paragraph through these
comprehension questions. Use the
chain of events to sequence the key
concepts.
Paragraph 1: What did the Filipino
people fight for during the four-day
EDSA Revolution (It was the
victory of national purpose and
conservative values of the
nation.)
Paragraph 2: How did EDSA become
the center of drama during the
revolution?
(The announcement of break up of
the military leaders Enrile, Ramos
and Honasan with Marcos authority
signaled the people to pour at EDSA
thus becoming the center of drama
during the revolution.)
Paragraph 3: Who gathered at EDSA?
(Men and women from all walks of
life gathered together at EDSA.)
165
Paragraph 4: How did the people stop
the military tanks from dispersing
them?
(People formed a strong chain, risked
their lives to block the advancing
tanks.)
Paragraph 5: How did the nuns and
the crowd soften the wooden heart of
the soldiers?
(The nuns and the crowd offered
flowers, food and drinks to the
hungry soldiers.)
Paragraph 6: How did the crowd
encourage the soldiers to step down
from their tanks and join them?
(The people said, Let us not kill one
another, we are brothers, join us!.)
Paragraph 7: What did people do upon
reaching Malacaang Palace?
(People stormed its gate and rushed
through its rooms.)
Paragraph 8: What did the world
witness in the event?
(The world witnessed a non-violent
struggle for freedom won through
unity and prayers.)
5. Fixing Skills:
Listen as the teacher reads each
short story then sequence the following
events in order. Use numbers 1-5.
Mother wanted to bake a cake but
she found out that there were no eggs. So
she told Maribel to run to a store to buy
some. When Maribel was about to go to
the kitchen, she tripped on Arthurs toy
trains. Crack! The eggs fell and got
broken. Mother told Maribel to buy eggs
again.
She told Maribel to buy eggs.
Mother wanted to bake a cake but
there were no eggs.
Mother told Maribel to buy eggs
again.
As Maribel was bringing the eggs to
the kitchen, she tripped on Arthurs
toy trains.
Darwin studied for his exam until late
at night. The next morning, he was
not able to wake up even though the
166
clock alarmed. So father woke him
up and helped him prepare for
school. Eventually, Darwin arrived
late in school.
Father woke up Darwin and
helped the latter prepare for school.
Darwin studied for his exam until
late at night.
Darwin was not able to wake up
when the clock alarmed.
Darwin arrived late in school.
6. Generalization
How do we sequence the key
concepts to show the wholeness of
the selection?
To sequence events is to arrange the
events according to how they happened
in the story.
We identify the key concept
of a paragraph and arrange
them according to the sequence
of events in the selection.
7. Application
A. MINI THEATER RESENTATION
a. Form 4 groups of fives to
correspond to the number of
paragraphs in the selection.
b. Given the key concept for each
paragraph, have a role playing with
the episodes in each paragraph.
c. Show the correct sequence of events
during the presentation.
d. Use props and background music if
needed.
B. Story Construction Game (Group
Work, with 50 pupils)
To the teacher: Divide the class into
groups with five members and each group
is called Mother group. The leader is the
mother and the four members the
daughters.
Divide the ten groups into two A
and B respectively.
Distribute randomly each strip to each
mother of A groups.
Pepito saw an old woman who was
hardly crossing the street.
 ____ The soldiers accepted the
He approached the old woman and food and cigarettes
offered help and the latter gladly accepted offered by the people.
____ Families and organizations
the offer.
prepared food such as
fried chicken, sandwiches,
When the two reached the other side of the and soft drinks as if going
street, the old woman rewarded Pepito a to picnic.
big seed. ____ People power won and
democracy was restored.
When Pepito came home, he planted the ____ People came in great
numbers and camped on
big seed. The next morning he found a
the pavement of EDSA.
money tree on the place where he put the
____ Fidel Ramos and Jose Ponce
seed! Enrile broke away from
Marcos.
Strips of events for B groups: ____ The people locked arms
and met the advancing
One evening, Rhodora went to sleep without tanks.
fixing her schoolthings. While she was
sleeping, she was interrupted by some noise. (Key to Correction: 4, 7, 6, 3, 8,
2, 1,5)
It was her school things the bag, books, V. ASSIGNMENT:
notebooks, pens and papers that came alive! GOLD: Write the correct relative
pronoun to complete the
Her school things were mad at her for not sentence:
fixing them.
1. The colors ____ we see around
us can influence our moods.
Rhodora asked forgiveness from her school 2. Scientists ____ measured the
things and promised to take care of them. temperatures of colors have
Suddenly, she opened her eyes realizing found out that reds and
everything was just a dream. oranges are actually warmer
than blues and greens.
Say: Mothers, stay in your group and send 3. The instrument ____ the
each of your daughter to other group. scientists used to measure the
You read to the daughters the event temperature of color is called
written in the strip. Daughters, listen thermopile.
4. Color coding ____ people use
very carefully to the event. After that
in their business files, help
go back to your mother group and them speed up their work.
share what you have listened to. The 5. Map makers ____ use color
group then arranges the events in codes make it easier for us to
order forming a story. Finally, retell identify the different features
the story to the class. of the maps.

TS. Sequence the events of the given

IV. EVALUATION: story: For the teacher to read to the
Number the class:
concepts/ideas given below in the
order in which they occurred in Each weekday is a busy one for
the EDSA Revolution. Mr. Rodriguez, a family man and a
watchman in a sports center.
____ Armored tanks with heavily
armed soldiers moved
Before he goes to his work, he
towards the people. drives his two children to school.
____ The people rushed through In the afternoon, he gets his
the gates of Malacaang children back from school. At
and entered all the rooms. home he feeds the pigs and
chicken. Lastly, Mr. Rodriguez
fetches water for his family.

167
 Pupils copy:

_____ He feeds the pigs and the

chicken.
_____ He gets his children back
from the school.
_____ He goes to the sports center.
_____ He fetches water.
_____ Mr. Rodriguez drives his
children to school.

(End of Second Grading Period)

168
 Read the passages below and
underline the word that best describes
the character in each.

6. Ivy pushed her long hair away

from her face and walked to the
window and back. Ivy was ______

nervous tired
7. Motivation: peaceful
How will you describe your mother?
Your father? Your friends? Etc.. 7. There is nothing you can do,
child, pleaded her mother. She
8. Presentation: realized that Ivy wanted to go out
Have the pupils rearrange the in the storm alone. Ivys mother
jumbled letters to identify character traits. was ______.

a. tientap (patient) glad worried

b. cuarogesou (courageous) proud
c. azly (lazy)
d. sseiuor (serious) 8. An enormous tree was rushing
e. belumh along in the water like a battering
(humble) ram. It was headed toward the
bridge support below the spot Ivy
What are the words formed? was clinging. She held her breath
What are these words? as she watched the thing move
upward and down in the river. Ivy
Have the pupils read the following was _____.
story:
excited frightened
Several days after he arrived at their foolish
house, Eddie sat for some five-year old
twins, Michael and Michelle. Soon after he 9. Balikbayan Bridge is out! Ivy
arrived at their house, the twins began said and she collapsed on the floor.
arguing about a tricycle. Michael insisted Ivy was _____.
the tricycle was his. Even though he was
playing in the sandbox, he did not want exhausted sick
Michelle to use it. cowardly
All right, said Michelle, I wont
use your tricycle. Ill play in the sandbox and 10. The passengers on the bus that Ivy
make a sand castle. saved collected money to help her
No, said Michael, This is my continue her schooling. The
sandbox because I was first to be here. You passengers were _______.
cant play here until I finish building my
fort. grateful sorry
(Reading for Meaning 5) angry

7. Generalization:
5. Discussion: What are the different traits that we
What can you say about Michael? can infer from a character?
(selfish)
Why? Remember:
What character traits could you infer
that Michael has? When you read, you can use
Discuss further information from a story to help you learn
more about a character that the story tells
6. Fixing Skills: you directly. The clues you may use
include what a character says or does and

169
what other characters say about that person.
When you do this, you are inferring Evidence:
character traits the qualities that a
character has. What a character says, does,
thinks and feels tells you a lot about him or
her. What other characters say can also give 3. Gale cleaned the tables and put away
you clues. the dishes fro her mother. She made
tea for her father when he was sick.
8. Application: Delia is _______.
A. Form small groups. Talk about the
character traits of each member of the messy neat
group. Use the Venn Diagram. helpful

Main Character Character Trait

Evidence:

B. Fill in the web with the characters

name, one character trait and the
evidence to prove your answer.
Number 1 is done for you.
IV. Evaluation:
1. Johnny often told everyone what to do. TS. Direction: What trait of the character
When the boys played games, Johnny or characters is shown in each of
would say, We are all going to do the following situations?
things my way. From this action, we
can tell that Johnny is _____. 2. Eva and her mother walk on the
snow to gather food.
bossy neat considerate (persevering, patient, daring)
Main Character Character Trait
3. For the first time, Eva will walk
Johnny bossy alone under the sea.
(coward, courageous, shy)

4. Her mother told Eva to take care of

Evidence: herself.
Johnny would say, We (loving, cruel, funny)
are all going to do things
my way.
5. I should start working now, Eva
said.
2. Hi! Youre new here, arent you? (lazy, brave, determined)
asked Jennifer. Would you like to play
with me? We could play patintero or 6. She starts singing a tune and
tumbang preso, if you like. dancing.
(crazy, thankful, fun-loving)
Gwynn said, Id love to. I just moved
here and I dont know anyone. V. Assignment:
Jennifer is __________. A. GOLD: Direction: Put a check
mark (/) on the blank if the
shy friendly quiet sentence is written correctly. If it is
not, underline the incorrect part
Main Character Character Trait and write the proper structure
above it.

170
 ______1. Everyone is waiting inside the
room.
______2. Several of the audience is
from my hometown.
______3. No one have been calling
Dana ever since she arrived.
______4. Many are in the small plastic
bag.
______5. Neither of the boys are
walking alone in the forest.
B. TS. Direction: Identify the character
trait being shown by the
following situation:
6. Sir, this is your wallet. You dropped
it, the boy said to the old man.
7. Dont touch my doll! It is mine!
Mara said.
8. Faye obeys her teacher and older
classmates.
9. Laurence has saved his money since
he was in Grade 3.
10. I love to sing and dance. I enjoy my
studies, Mae said.
LESSON PLANS IN
ENGLISH VI USING THE
FOUR PRONGED
APPROACH
LESSON # 1
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use plural of compound nouns.
TS: 4. Write a model composition-
arrange details in order.
II. SUBJECT MATTER:
GLR: The Long - Necked Giraffe and the
Humble Pullet
OLD: Using Plural of Compound Nouns.
TS: Writing a Model Composition
Arranging Details in Order
Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Writing 3. p 23
Explore Your World Through Language
and Literature p. 102 103.
English For You and Me Reading p 21 - 23
Across Borders Through Language pp. 5
-7
Dynamic Series in English p. 260
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
Pre reading Activities:
5. Drill: Pronunciation drill:
Have the pupils read the following
rhymes:
Young lambs to sell,
If Id much money
As I could tell,
I wouldnt be crying
Young lambs to sell.
Cobbler, cobbler, mend my shoe
Get it done by half past two.
Stitch it up and stitch it down
And then Ill give you half a
crown.
6. Motivation:
Which is better, to be tall or to be
small?
7. Unlocking of Difficulties;
Have the pupils identify the
meaning of the following words by
answering the configuration clues
given.
5. more distant;
remote
to press between tow bodies; to crush
to mark the surface of anything.
a cry of a hen or a goose
171

squeezed cackle
farther scratch
8. Motive Question:
What is the best thing to be,
according to the giraffe?
C. During Reading Activities:
Have the pupils listen to
the story. Let them take
down important details
about the story.
THE LONG NECKED GIRRAFE
AND THE HUMBLE PULLET
There was a giraffe that was very
tall. He always said, It is good to be tall.
Oh, how good it is to be tall.
Oh, no. It is good to be short.
Honesty, it is wonderful to be short, said
the pullet.
Let us take a walk and see, the
giraffe answered back. They came upon a
wall. There trees near the wall. The giraffe
ate and ate leaves of the trees while the
pullet just looked and looked.
See, it is good to be tall! I told you
so, the giraffe said to the pullet in between
big bites.
9. Answering the motive question:
What is the best thing to be,
according to the giraffe?
10. Comprehension Check:
Have the pupils answer he
following questions:
a. Who was very tall? Very
short?
b. Why is it good to be tall? How was
this shown in the story?
c. Why is it good to be short? How
was this shown?
d. What became the giraffe and the
pullet at the end of the story?
e. Do you agree with the giraffe that
it is best to be what you are? If
so, give examples.
11. Engagement Activities:
Have the pupils perform the following
activities:
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in the
story. Then make a script and dramatize the
chosen part.
GROUP 2: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.

Let us walk farther and see, said

the pullet. They came upon a very high wall.
The pullet wished she could cross the tall
wall, but with her size, she thought she
couldnt. All of a sudden, she saw a hole at
the bottom. The pullet squeezed herself and
GROUP 3: WRITING A PARAGRAPH
went into the vegetable garden. There she
ate and scratched while the giraffe waited Give the advantages and
patiently. disadvantages of being
c. a tall child
See, it is good to be short, the d. a short child
pullet said when she joined the giraffe
again. GROUP 4: I WRITE A SONG!

The giraffe remarked. You know Identify the lesson of the story and
compose a song that tells the moral lesson
what I think? I think it is best to be what you of the story. Prepare to sing your song to
are. the class.
You are right, my friend, cackled
the pullet happily.
And then they became the best of GOLD (Grammar, Oral
friends. Language Development)

D. Post Reading Activities: 1. Drill: Pronunciation drill:

172
 Have the pupils recite the given What are the nouns used in the
tongue twister: letter above?
Have the pupils write the nouns
Harry Hunt hunts heavy hairy hares such as time, city, expressway,
Does Harry Hunt hunts heavy hairy flyovers, skyscrapers, center, sights,
hares? farmhouse, and wildlife
If Harry Hunt hunts heavy hairy What do you notice about the
hares, nouns time, center and sights? (They
Where are the heavy hairy hares are one-word nouns)
Harry Hunt hunts? How about the words expressways,
flyovers, skyscrapers, farmhouse, and
2. Motivation: wildlife, what characteristics do they
Look for the nouns in the crossword have in common? (They are formed
puzzle below. by putting two nouns together.)
What are the nouns that make up
I J H L V D S H M O
expressways, flyovers, skyscrapers,
K C V O I C E K A G
Q M E L O D Y G S T farmhouse, and wildlife?
W F V T L B U Q T F How do we call these nouns?
A U C T I O N E E R (They are called compound nouns)
A B I P N W B R R O How are compound nouns formed?

3. Review: Checking of assignment: Study how the plural of the following

Direction: Read each sentence. nouns are formed:
Complete the sentences with the correct
plural form of each noun in parentheses. father in law fathers in law
editor in - chief editors in chief
6. Three ____ and three boys form a team. bookshop bookshops
(man) court martial courts martial
7. Two ____ play water polo. (woman)
8. A family brought their ____ so they can Discuss the different ways on how
play musical chairs. (radio) compound nouns are formed.
9. These soccer players can run as fast as Discuss how compound nouns
_____. (deer) form their plural.
10. The players voices created _____ (echo) Discuss further. Use the given
information under Remember.
12. Presentation:
Have the pupils read the letter below 14. Fixing Skills:
Direction: Write each sentence. Complete A. Think of a compound noun that
the sentences with the correct plural form of fits the given meaning.
each noun in parentheses. Ex. the sun goes down - sunset

October 5, 8. a box for letters

2009 9. worn on a rainy day
REMEMBER:
Dear Rose, 10. catches fish
How are you now? About 11. gives A compound
a flashing light of
noun consists fortwo or
me, Im having a great time emergencies
more words. It may be a combination of:
12.1.anoun + noun
game played with a basket or
here in the city. Ive traveled Armchair - armchairs
goal
along wide expressways and 2. verb + noun
flyovers. Ive seen skyscrapers Breakwater - breakwaters
15. GENERALIZATION:
3. verb+ adverb
at the center of the city. I was
What Breakdown
are compound nouns?
- breakdowns
overwhelmed by all these 4.How
noun are
+ adverb
compound nouns formed?
sights. But you know what? I
How passer-by - passers-by
do compound nouns form
miss our farmhouse and the 5. noun + adjective
their plural?
court martial - courts martial
wildlife we enjoy so much.
6. noun + prepositional phrase
Anyway, Ill be back there in a
brother in law
brothers in law
13. Discussion:
There are three forms of compound
noun. They can be separate words like
beauty queen; hyphenated as in officer - -in
173 charge; or they can be combined words as in
sideline.
 GROUP 3:
Riddle fun. What am I? Write a
compound noun to answer each riddle.
Write also its plural form.

6. I am a bird with black feathers.

7. I am the light from the sun.
8. I am the wife of your brother.
9. I am a big thorny fruit.
10. I am a machine that flies like a
bird.

GROUP 4:
Make compound word by matching the
nouns in the two columns. Then write its
plural form.

9. way boat
10. tug path
11. teller knob
The following rules are applied to 12. suit barrow
13. house story
form the plural of compound nouns: 14. flower case
15. wheel dog
1. When the second word is a noun 16. door sun
(noun + noun, verb + noun), add s at
the end of
the compound. This rule also applies to the B. Independent Practice:
majority of compound nouns. (verb +
adverb). Match the words in column A and
column B to form compound words. Then
2. In combinations such as noun + write the plural form of the compound
adverb, noun + adjective, noun + word formed.
prepositional phrase, add s to the main A B
noun. 1. river hook
2. board car
16. APPLICATION: 3. bell bar
A. Guided Practice: Divide 4. fish bank
the pupils into group. Have the 5. box card
pupils perform the activities given. 6. salad bath
7. bird fruit
GROUP 1:
Form a compound noun based on IV. EVALUATION:
the given definition. Then write its plural
form. B. GOLD. Direction: Match the words in
6. a store where medicines or drugs column A with column B to form
are sold. compound nouns. Then write its plural
7. a person who pushes drugs form.
illegally.
8. a drop of tear.
GROUP
9. a 2:road crossing a main road A B
10. aAnswer
ball gameeach
playedquestion
by foot with a
compound noun. Then write its plural form. 11. guard field
12. wheat top
6. What do you call the yard at the
13. tree house
back of the house?
7. What kind of belt is used in a car or 14. earth shell
an airplane? 15. egg worm
8. What do you call the shoe of a 16. horse cry
horse? 17. fire child
9. What kind of fruit has a star in its
18. god man
name?
10. What kind of bird has a black 19. flower fighter
feather? 20. battle bed

174
 TS (Transfer Stage)
1. Drill: Pronunciation drill: REMEMBER:
Have the pupils read the pair of
A good paragraph must have an
words. Note the difference in their effective beginning and ending. The body
sounds. contains the details that support the topic
well.
/e/ /i/
tell till
sell sill 14. APPLICATION:
Have the pupils write the
dead did composition on a piece of paper. Be sure
red rid to apply the correct punctuation and
bless bliss capitalization. Note the indention at the
fell fill beginning paragraph. Write neatly and
spell spill clearly.
lead lid
wet wit IV. EVALUATION:
TS. Direction: Call on a volunteer to read
2. Review: aloud his/her composition in class. Guide
How do we write sentences? the pupils to evaluate it considering these
questions:
3. Motivation:
How do you feel about a 7. Does it have an effective beginning
storm? sentence?
8. Do all the supporting details keep
4. Presentation: to the topic?
Present the picture of a storm and its 9. Is the ending sentence effective?
effect.
Have the pupils talk about their V. ASSIGNMENT:
feeling about a storm. A. GOLD. Direction: Write the plural
form of the following compound
5. Discussion: nouns:
(Give each pupil a meta card for
them to write all the answers to the 1. sleepwalker
questions to be given by the teacher.) 2. aide de camp
3. school day
What do you encounter/ experience 4. commander in - chief
during and after storm? 5. dustbin
What activities do you enjoy when
there is a storm? B. TS. Have the pupils rewrite the
What activities cant you enjoy? composition on their theme notebook.
What things delight you?
(Have the pupils paste their answers
on the board)

Have the pupils arrange all the details

written on the board in order. Have them
also formulate sentences out of the details
on the board. Then the teacher guides the
pupils in arranging them in logical sequence LESSON # 2
to create a meaningful body. Then the
teacher will also guide the pupils in I. OBJECTIVES:
formulating the ending of the paragraph.
GLR: 1. Enjoy listening to a story
13. GENERALIZATION: CT: 2. Answer questions from the story
What is the characteristic of a good listened to.
paragraph?

175
GOLD: 3. Use nouns plural in form but
singular in meaning.
TS: 4. Sequence events of a story
listened to through guided
questions.
II. SUBJECT MATTER:
GLR: Juan Tamad Sells Rice Cake
GOLD: Using nouns that are plural in
form but singular in meaning.
TS: Sequencing events through guided
questions.
Reference:
2002 Basic Education Curriculum
PELC Speaking 5.6; PELC Listening 5 p 23
Phoenix 21st Century English 6 p 39
English for You and Me Reading p 21 - 23
Across Borders through Language pp. 5 -7
Dynamic Series in English p. 260
Materials: strips of cartolina, index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils recite the tongue twister:
I do like cheap sea trips,
Cheap sea trips on ships.
I like to be on the deep blue sea,
When the ship she rolls and dips.
10. Motivation:
Do you know Juan Tamad?
Do you know any story about Juan
Tamad?
3. Vocabulary Development:
Have the pupils identify the meaning
of the italicized words in the sentences.
5. When one is whistling gaily, he is
whistling ____. (happily)
6. Describe a brook. How is it different
from other bodies of water? (stream)
7. What do chores mean? (household
tasks)
8. Motive Question:
What is peculiar (strange) in the
story?
B. During Reading Activities:
176
1. Have the pupils listen to the
story. Let them take down
important details about the
story.
JUAN TAMAD SELLS RICE
CAKES
Wake up, Juan. The sun is already
high in the sky, said Mother.
But I am still sleepy, Mother.
Get up now. Dont just sleep all day.
Help your mother do some work in the
house.
I do help you sometimes, Mother.
Then, get up and go to town. Sell
these rice cakes I have baked early this
morning.
With this, Juan Tamad got up. He
stretched his arms and legs thinking how it
would be nice to still stay in bed.
When Mother came back, she placed a
twisted towel on Juans head so that he
could carry a basket of rice cakes on his
head.
Now go and sell the rice cakes like
how good boys do. Be sure you are paid
twenty centavos for each rice cakes, said
Mother.
And Juan went whistling gaily as he
walked. The basket of cakes was on his
head as he shouted: Rice cakes for sale!
Rice cakes for sale! Come and buy my rice
cakes!
Cheep, cheep! said the birds.
They are twenty centavos each,
Juan said.
Cheep, cheep the birds said and
flew away.
If you do not want to buy my rice
cakes, somebody else will.
Juan continued walking. The sun was
hot. The basket was getting heavy. He
called again, Rice cakes for sale! Who
wants to buy rice cakes?
Soon he came to an acacia tree. I
shall rest for a while, he said. Juan sat
under the shade of the tree. He put the
basket of cakes beside him. Soon, he
began to feel hungry. He got one of the
rice cakes and ate it.
He saw some butterflies in the acacia
tree. Here, pretty ladies, are some rice
cakes, he said.
The butterflies did not say anything.
 They are very good. See, Ill get
another one. Come and taste them. The
butterflies flew away.
You think you are too good for my rice
cakes? I shall sell them to somebody else,
said Juan. He got his basket of cakes and
walked on.
Pretty soon, Juan came to a brook. How
cool the water looked! It would be good for
his tired feet. Juan waded in the brook. He
saw some green frogs on the stones. Rice
cakes for sale! Do you want to taste my rice
cakes?
Ko-kak! Ko-kak! said the frogs.
Oh, you want to taste the rice cakes.
Here is one. Juan threw a rice cake to the
frogs. They ate it up.
You want some more? It is only twenty
centavos each.
Ko-kak! Ko-kak! said the frogs.
Juan threw one more rice cake to the
frogs. Then he threw another one. More
frogs came. Ko-kak! Ko-kak, said the
frogs. Juan kept throwing his cakes until
none was left.
Now pay me.
What! You have no money now?
Ko-kak! Ko-kak!
You will pay me next week? All right. I
shall be back next week.
Juan was happy that he sold all the
cakes. He went home, whistling gaily.
When Juan got home, his mother asked,
Did you sell the cakes?
Yes, Mother.
Where is the money?
They will pay me next week.
The following week, Juan went to the
brook to ask payment from the frogs. He
said, Where is the money for the rice
cakes? You said you will pay me this week.
Ko-kak! Ko-kak! said the frogs.
What! You will pay me next week
again? Be sure you do, said Juan. When
Juan came home, his mother asked for the
money. He said, They will pay next week.
Another week passed again, and still
Juan went home without the money. His
mother became angry.
I will go with you, Juan, she said.
Let us go and get the money for the rice
cakes.
Juan leads his mother to the brook.
When they were near, they heard the frogs
say, Ko-kak! Ko-kak!
There is where I sold the cakes, said
Juan.
177
To whom? I do not see anybody,
said Mother.
There! said Juan. Here is my
mother. Give her the money. Pay her for
the rice cakes.
Ko-kak! Ko-kak! said the frogs.
They say they have no money now,
Mother.
You foolish boy! Did you give the rice
cake to the frogs?
Yes, Mother. They liked your rice
cakes very much. They ate them all.
With this, Juans mother became very
angry. How could you sell the rice cakes
to the frogs?
Juans mother dragged him back home
and made him do all the house chores as
punishment.
-Adapted
CT. CRITICAL THINKING
C. Post Reading Activities:
1. Answering the motive question.
What is peculiar in the story?
3. Comprehension Check:
Have the pupils answer the
following questions:
f. In the beginning of the story, what
gives you the idea that Juan is
lazy?
g. What did his mother ask him to
do?
h. Narrate Juans encounter with the
following animals:
1. birds 2. butterflies 3. frogs
i. If you were Juans mother, would
you have reacted in the same way?
Why?
j. Do you know other stories about
Juan Tamad?
3. Engagement Activities:
Have the pupils perform the following
activities.
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
 Have them read the following phrases:
GROUP 3: STORY GRAMMAR
ORGANIZER A silly kitten a dripping pitcher
Have the pupils complete the story Spilled milk kill the insect
grammar organizer: Hit with a stick a big fish
The fifth gift fit for a king
Title: _________________________ A written will with a grin
Author: _______________________
2. Review: Checking of assignment.
Direction: Write the plural form of the
Who is the main character? following compound nouns:
Where and when did the story take place?
1. sleepwalker
2. aide de camp
What is the problem or conflict? 11. school day
12. commander in - chief
13. dustbin
What did the main character do to solve
3. Motivation:
the problem?
Have the pupils read the following
words:
Aeronautics news
How did the story end?
Physics series
Civics species

GROUP 4: DRAW ME! What are the numbers of these nouns?

Draw Juan and one of the animals in the Let us see.
story. Make a dialogue between the two
using the bubble. 4. Presentation:
Have the pupils read the following
Juan: Animal: sentences:

5. Mathematics is more fun when it

is learned with friends.
6. Politics is the favorite topic of
conversation of my parents during
Allow the pupils to perform the Sunday gatherings.
activities under limited time. 7. Measles is contagious.

GOLD (Grammar Oral, 5. Discussion:

Language Development) What are the underlined words in the
sentences?
1. Drill: Pronunciation drill: What are these nouns?
Have the pupils recite the following How do these words end?
words with /i/ sound. What are the numbers of these
nouns?
hill pitch sick What from of the verb is used with
these nouns?
did lips grin Discuss further. You may use the
mix kill chill information given under
tick list rid REMEMBER.

bit still chip 6. Fixing Skills:

lift fit lid Direction: Underline the correct verb
slid ditch form in each sentence.

178
 6. Physics (is, are) Karls favorite
subject.
7. The news (is, are) aired today.
8. Economics (is, are) a subject in high
school.
9. Politics (is, are) an interesting topic
for debate.
10. Mumps (is, are) contagious disease
and it usually breaks out during
summer.
7. GENERALIZATION:
What form of the verb
is used with nouns plural
in form but singular in
meaning?
REMEMBER:
.
Nouns such as aerobatics, billiards,
civics, mumps, mathematics, measles,
politics all end in s. Yet this does not
mean that it is used in the plural form.
Although these words end with an s, they
are still considered singular. Hence, the
verb used is singular.
8. APPLICATION:
Have the pupils perform the
following activities given.
GROUP 1:
Direction: Choose the correct verb form in
each sentence.
5. The study of Civics (demands,
demand) that we understand our
countrys history.
6. Social Studies (has, have) become the
most interesting subject for Sherwin
this year.
7. The senior students say that Physics
(is, are) fun and interesting subject.
8. The human species (is, are) a thing of
wonder and beauty.
GROUP 2:
Direction: Write the correct form of the verb
in the parentheses to complete the
sentence.
6. Measles ____ all over his body.
(spread)
7. Mumps ___ caused by virus. (be)
8. Tonsillitis ____ swelling of the throat.
(cause)
9. The Philippines ____ plenty of
historical places and tourists spots.
(have)
10. Mathematics _____ fun. (be)
179
GROUP 3:
Place a check on the blank if the
subject agrees with its verb. If not, rewrite it
in the correct form.
____1. The Philippines is made up of more
than seven thousand islands.
____2. Mathematics are interesting and
enjoyable subject.
____3. Billiards is becoming popular
among youngsters now a day.
____4. Measles are epidemic in rural areas
especially during summer time.
____5. Physics is a difficult among
students.
GROUP 4:
In each sentence, find a noun that
is plural in form but singular in meaning.
5. Ivy helps Ferlin with her report on the
different species of insects.
6. Many students find Physics difficult.
7. Have you heard the good news?
8. The Philippines is the home of many
talented artists.
IV. EVALUATION:
A. GOLD. Direction: Write
the correct form of the verb in the
parentheses to complete each
sentence.
6. Tuberculosis ____ one of the
effects of excessive cigarette
smoking. (be)
7. Mathematics ___ somewhat a
difficult subject because of
Mathematical problems and
computations.
8. Philippines ____ three big groups
of islands. (have)
9. Home Economics ____ now a
subject for both girls and boys.
10. Measles _____ continuously over
his body. (spread)
TS. (Transfer Stage)
1. Drill: Pronunciation drill.
Have the pupils
recite the tongue twister given.
Id rather lather father
 Than father lather me. After painting the picture of a dragon,
When father lathers, Ben left it to dry. He framed his picture
He lathers rather free. and hung it on the wall.

2. Review: Checking of assignment. What did Ben do first?

3. Motivation: _________________
How do you feel when you failed in What did he do after painting the picture?
fulfilling your dreams/desire? __________________________________
8. Presentation: ___
Have the pupils read the paragraph What did he do next?
given: ___________________
The Fox and the Grapes What did he do last?
____________________
A hungry fox went into a vineyard B. Have the pupils read the given
one day. There he saw bunches of sun- paragraph. Then have them sequence the
ripened grapes hanging high on the vine. events by answering the questions given.
They looked so plump and juicy he could
almost taste them. First, he jumped up to Allyson saw flames coming from a
seize the nearest vine, but he found out that big warehouse in the neighborhood.
it was too high and he couldnt reach it. Next, he ran home to call the Calapan
Fire Department. Then the firemen
Then he jumped again and again. arrived to put out the fire. Finally, fire
But hard as he tried he just couldnt reach was extinguished after a couple of hours.
any of the grapes. Next, he concentrated on
the lowest bunch and exerted all his effort to 5. What happened first?
reach it but still he failed. Finally, he gave _________________
up and walked away. With one last look at 6. What happened next?
the grapes he said, Anyone can they are ________________
sour. This just goes to show that it is easy 7. What happened after that?
to despise what you cannot possess. _________
8. What happened finally?
5. Discussion: ______________
Have the pupils answer the
following questions:
7. GENERALIZATION:
5. What was the first things happened How do we arrange
in the story? events in a story?
6. When did the fox go into the
vineyard? REMEMBER:
7. What happened after the fox tried
Sequencing is arranging events in
jumping several times?
order. In a story, things happen in a certain
8. What was the last thing happened? order so that it makes sense. Understanding
the order helps you understand the story. To
Understanding the flow of events point out how events are connected in time,
and following what had happened to the SEQUENCE CLUE WORDS are used.
characters of the story make the story
enjoyable to the readers. That is why it Examples of sequence clue words:
is important to learn the skill of First next afterward
sequencing events. Furthermore, after that Before then
knowing how to sequence events helps finally early morning
in developing the ability of presenting meanwhile during
at the end as
ideas in related, orderly manner.

6. Fixing Skills: 8. Application:

A. Direction: Read the paragraph and A. Have the pupils recall the story
then answer the questions that follow: Juan Tamad Sells Rice Cake. Let them
sequence the story by answering the
questions given.

180
 Popsicle Ep - sicle
13. Who is the main character?
14. Where and when did the story take
place? 3. Fill in the missing event in the third
15. What is the problem or conflict? frame. Select from the choices given.
4. What did the main character do to solve
the problem? In 1905, Frank Epperson made a fruit drink
5. How did the story end? that turned into an icy pop.
IV. EVALUATION:
TS: Direction: Read the following Frank started a business making and selling
selection. It is about Frank who ice pops.
made something by mistake. As you
read, think about the order in which
things happen.
HOW POPSICLES CAME
ABOUT Today, Franks producing 30 kinds of
popsicles far and wide.
One winter night in 1905, eleven-
year old Frank Epperson from San V. ASSIGNMENT:
Francisco, made a fruit drink. First, Frank A. GOLD. Direction: Write the noun
mixed the drink with a wooden stick and left being described with the following clues.
it at the back porch all night long. Choose your answer form the given nouns.

The weather got very cold. Franks 11. Somewhat a difficult subject because
drink turned to ice and the stick would not of mathematical problems and
move. In the morning, Frank pulled out the computation.
fruit ice, held it, and tasted it. It was great! 12. It is now a subject for both girls and
boys.
Frank called his icy pop the 13. It has three big groups of islands.
Epperson Icicle. Soon, he changed it to 14. It is a contagious disease like mumps
Ep-sicle. and chicken fox.
15. It is the daily happenings heard over
The next summer, he made these the radio and on the television.
pops at home and sold the pops to his 16. It concerns with citizenry, for the
neighbors at five cents each. general welfare or betterment of life.
In 1923, Frank turned 29 ad started 17. Concerns with the affairs of the
a business of making and selling ice pops. government.
His children called them pops sicle and 18. It is an acute contagious disease
later changed to Popsicle by Frank. He marked by fever and by the swelling at
made 7 kinds of popsicles. There are now 30 the side of the face near the ear.
kinds and orange is the best seller. 19. It is a systematic exercise performed in
rhythm by a group with or without
1. What happened one winter night in 1905? light hand apparatus.
A. Frank started a business. 20. The art of performing an activity with
B. Frank mixed a drink, left it at the body contortions.
back porch all night long.
C. Frank sold the drink to his Philippines news
neighbors. Mathematics politics
D. Franks fruit drink turned into ice. Home Economics mumps
Physics measles
Economics calisthenics
2. How did the ice pop get its name? Civics acrobatics
Number each name in correct sequence.
Write 1,2,3,4 in each box.
Pops sicle Epperson B. TS. Arrange the following events in
Icicle order. Number them 1 5.

181
_____ The Japanese caught him delivering
messages to the Filipino guerillas.
_____ His fellow prisoners called him KID.
_____ Pedro was then imprisoned and
tortured.
_____ Pedro Flores was in Grade 5 when
the war broke out.
LESSON #3
I. OBJECTIVES:
GLR: 1. Enjoy listening a story
CT: 2. Answer questions from the story
read.
GOLD: 3. Use gerunds as subjects and
predicate noun/nominative.
TS: 4. Sequence the episodes of the story
through story grammar.
II. SUBJECT MATTER:
GLR: The Parable of the Hostage
GOLD: Using gerunds as subjects and
predicate noun/nominative
TS: Sequencing events through story
grammar.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 3; PELC Reading 5.5.1 24
Phoenix 21st Century English 6 p 297
Growing in English Lang. p. 10 -15
Readings and Communication Skills in
English p. 252
Materials: strips of cartolina. Index cards
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
5. Drill: Pronunciation drill: Have the
pupils recite the tongue twister:
Nina needs nine knitting needles to
knit naughty Nitas knickers nicely.
6. Motivation:
What kind of toy do you want to
have?
What do you do to get this toy?
7. Vocabulary Development:
Have the pupils identify the
meaning of the following words.
a. fantasized -
i m g e
b. glimpse - p p
c. luxury - f t
c o
d. leverage - p w r
e. desperate -
d
w r r e
(Answer: imagine; peep; comfort;
power; worried)
8. Motive Question:
What did the boy do in order to
take his wish?
B. During Reading Activities:
1. Have the pupils listen to the story.
The Parable of the Hostage
The eight-year old son of the
farmer dreamt of a small bicycle almost
every night. In school, he fantasized riding
the toy to and from the school. This started
a year earlier when he first saw a blue
bicycle in the general store of the town
shopping center. Since then, he would do
anything to join his father marketing their
fruits and vegetables in town. For the little
boy, getting a glimpse of the bicycle in the
store made his day wonderful.
But the family finances did not
allow such an expensive luxury. The
familys priorities were school fees,
clothes, food and medical costs. A bicycle
was not even in the list.
His only recourse was to pray for a
bicycle. Above the bed of his mother was a
framed picture of Jesus Christ. It rested on
a shelf with a vase maintained with fresh
flowers everyday. On a side table was the
image of the Virgin Mary about eight
182
inches tall, dressed in white, complete with
blue sash.
The little boy prayed alternately to
Jesus above the bed and the mother of Jesus
on the side table. The plea was the same.
Please send me the blue bicycle from the
general store in town. I will do anything if
you give me the toy.
Since Christmas was coming, the
young lad used the occasion as leverage.
Christmas will soon be here. Please
consider a gift for me. There is only one toy
I want in the world. Nothing less matters
me. All I want this Christmas is the blue
bicycle.
Night after night, he prayed with all
intensity (dasal na buong taimtim) but
nothing happened. He went to bed full of
hope and expectations, especially after his
evening prayers. In the morning he would
run to their living room to see if the bicycle
had been delivered during the night. Then
the boy would open the kapis (flat shell)
window to check if the toy was packed in the
yard fronting the main barrio road.
Still nothing happened. The young
lad had become desperate. Several times he
heard adults citing a proverb as follows:
Kung hindi makuha sa santong dasalan,
kunin sa santong paspasan. (If you cant
get it through fervent prayers, get it by
force.).
The boy went to the side table and
got the image of the Virgin Mary. He
wrapped it in an old newspaper and tied it
with string. Carefully, he placed the bundle
in an empty shoe box and covered it
properly. As double precaution, he tied the
box with another piece of string.
Then he went to the rice bin
(bigasan) which was a small barrel with a
wooden cover. With his right hand, he dug
out the husked rice (bigas) and put it in the
shoe box. He covered the box with rice,
forming a mound.
Then the boy returned to the
bedroom and talked to Jesus Christ. now, if
you want to see your mother again, you
have to send me the blue bicycle.
Meanwhile, I am holding her hostage.
Juan M.
Flavier
183
CT. CRTICAL THINKING
C. Post Reading Activities:
1. Answering the motive question.
What did the boy in order
to take his wish?
2. Comprehension Check:
Have the pupils answer the following
questions:
7. What was the dream of the eight-
year old son of the farmer?
8. How did his dream start?
9. Why cant he get his dream?
10. What was his only recourse then?
11. What did he do when he wasnt
able to get his dream?
12. If you were the eight year old
boy, what will you do in order to
get your dream?
3. Engagement Activities:
Have each group perform the
different activities assigned under time
limit.
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in
the story. Then make a script and
dramatize the chosen part.
GROUP 2: WRITE ME A LETTER
Choose your most liked character
or most disliked character and write a letter
to the character expressing your feelings to
him/her.
GROUP 3: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 4: STORY GRAMMAR
ORGANIZER
Have the pupils complete the story
grammar organizer:
Title: _________________________
Author: _______________________
Who is the main character?
Where and when did the story take place?
 How do we call sewing and cooking?
What is the problem or conflict? Discuss further.

6. Fixing Skills:
A. Change the italicized subjects
What did the main character do to solve
into gerunds.
the problem?
6. To read biographies is Chesters
hobby.
How did the story end?
7. To draw portraits is my brothers
pastime.
8. To write poems has become
GOLD (Grammar Oral, Allysons hobby.
Language Development) 9. To play guitar is Sherwins hobby.
10. To jog around our lawn every
1. Drill: Pronunciation drill: Have the pupils morning remains my fathers habit.
read the following
B. Underline the gerund in each sentence.
/o/ - /a/ Identify whether it is used as a subject or
block black top tap predicate nominative.
sock sack hot hat
lock lack cop cap 1. Exercising helps a person maintain a
bottle battle pod - pad healthy lifestyle.
2. Dancing is a relaxing activity.
10. Review: Checking of assignment: 3. My aunt teaches dancing.
Use nouns plural in form but 4. Her motto was winning.
singular in meaning. 5. One exciting sport is rowing.

3. Motivation:
Do you have a hobby?
What is your hobby?
Show pictures of children who are
reading, singing, dancing, swimming, etc.
4. Presentation:
Have the pupils read the following
sentences:
5. Sewing keeps Rosalie busy on
Saturdays.
6. Dancing is a good exercise.
7. Aurefes interest is cooking. Subject:
8. My hobby is reading.
5. Discussion:
What are the underlined words in the
sentences?
How do these words end? (-ing)
What is the root word of sewing?
Dancing? Cooking? Reading?
What part of speech is sew? cook?
Dance? Read? (verb)
How is sewing used in the first
sentence? (Subject)
Dancing? (Subject)
How is cooking used on the third
sentence? (Predicate Nominative)
7. GENERALIZATION:
What is a gerund?
What are the uses of gerunds? How
are gerunds used in the sentence?
REMEMBER:
A gerund is a verb form ending in
-ing. It is used as a noun in a sentence.
Just like a noun, a gerund can function as a
subject of the sentence and predicate
noun or subjective complement.
Example:
Farming became their main source
of income.
Predicate Noun/Nominative:
My hobby is reading.
A gerund and the words (modifiers
and objects) that go with it make up a
gerund phrase.
Ex.
Catching a cold is ordinary.
Gerund phrase
8. APPLICATION:
A. Guided Practice:

184
 Answer the following questions _____ Pedro Flores was in Grade 5 when
using gerunds used as subject or predicate the war broke out.
noun.
3. Motivation:
6. On windy days, what would you love What do you think happens when
doing outside the house? an alligator lizard is attacked by an
7. At summertime, what do children enjoy enemy?
doing?
8. Do you enjoy going to the beach? What 16. Presentation:
do you enjoy doing most when youre at Have the pupils read the selection
the beach? given.
9. What is your fathers hobby?
10. What do you enjoy doing on weekends? The Tail That Saves
When an alligator lizard is
B. Independent Practice: attacked by an enemy, it drops its tail. The
Underline the complete gerund tail has a part where the bone breaks off
phrase in each sentence. easily. The break closes quickly to stop the
lizard from bleeding.
1. Riding on a plane is one of my worst
fears. The tail keeps wriggling after it
2. Drinking eight glasses of water a day is a leaves the lizards body. The attacker
healthy habit. thinks its still part of the lizard and
3. Driving a car is difficult. pounces on it. This gives the lizard time to
4. I waited for the signing of the contract. get away. In time, the lizard grows a new
5. I choose swimming in the pool instead of tail.
bathing in the river. Adapted from Jane
Ervin
Reading for Meaning 6
IV. EVALUATION:
B. GOLD: Direction: Think of an appropriate 17. Discussion:
gerund that will complete each sentence. Have the pupils study the Graphic
Organizer below.
6. Sherwins favorite pastime is _______.
7. _______ interests Allyson a lot.
8. Karls favorite exercise is _______.
9. _______ broadens ones knowledge. The tail
10. Jazzers hobby is _______. An The breaks off
enemy lizard and the break
attacks a drops its closes to
TS (Transfer Stage) lizard. tail. prevent
bleeding.
1. Drill: Pronunciation drill.
Have the pupils recite the tongue
twister given.
The tail The enemy The lizard
The shape-shifter, keeps pounces on gets away.
Shaped like a ship, wriggling. the tail.
Shifts his shape to a shapely sheep.

2. Review: Checking of assignment: In time, the

Arrange the following events in lizard gets
order. Number them 1 5. a new tail.
_____The Japanese caught him delivering
messages to the Filipino guerillas.
Understanding the flow of events and
_____His fellow prisoners called him KID.
following what had happened to the
_____ Pedro was then imprisoned and
characters of the story make the story
tortured.
enjoyable to the readers. That is why it
is important to learn the skill of

185
 sequencing events. Furthermore,
knowing how to sequence events helps
in developing the ability of presenting
ideas in related, orderly manner. _____a. The lizard eggs hatch.
_____b. Trees, vines, roots and weeds are
18. Fixing Skills: carried out to sea.
C. Arrange the following events in _____c. The plants wash up onto a beach
order. Number them 1 5. on the new island.
_____d. A fat green lizard crawls on the
____ Fernando Maria Guerrero studied law island.
at the University of Sto. Tomas.
____ He was sent to the United States to B. Arrange the following events in
help work for Philippine order. Number them 1 5.
Independence.
____ He finished his college education at _____Balagtas fell in love with a beautiful
the Ateneo de Manila. lady from Pandacan.
____ He was made an officer by General ___ He wrote better poems than his
Antonio Luna. teacher.
____ He worked for La Independencia. ___ Balagtas was already weak when he
got out of prison.
___ He married a good and beautiful
7. GENERALIZATION: maiden from Bataan.
How do we arrange events in a ____ He began his studies with the town
story? priest.

REMEMBER:
Events in a story happen in certain IV. EVALUATION:
order or sequence. Knowing the Direction: Read the story
sequence can help you understand why then complete the organizer
things happen. Understanding the order below.
helps you understand the story. To point
out how events are connected in time, Life Cycle of a Butterfly
SEQUENCE CLUE WORDS are
used. Butterflies go through four stages
of life; egg, larva, (caterpillar), pupa
Examples of sequence clue words: (chrysalis) and adult. This process is
First next afterward called metamorphosis. A butterflys larva
is called a caterpillar and it spends its
after that Before then
days munching leaves. When a caterpillar
reaches full growth, it spins a cocoon.
finally early morning Inside the protective sack, it undergoes
meanwhile during great changes and eventually a beautiful
at the end as flying adult emerges as butterfly.

8. Application:
A. Have the pupils read the
paragraph. Number the events to show
the correct sequence.

One day, something special comes

to the island. It is a clump of floating
tress, vines, weeds and roots. The
plants are from an island far away.
They were carried out to sea. As they
wash up onto a beach on an island, a V. ASSIGNMENT:
fat green lizard crawls off the raft. A. GOLD: Read Marlons story.
Then she lays her eggs on the island. Complete his story by using the
Finally the eggs hatch and the island appropriate gerund. Choose from the list
has whole family of lizard. inside the box.

186
 PELC Speaking 5.5.5; PELC Reading 1.4
waiting placing flying
standing protecting being Phoenix 21st Century English 6 p 297
watching driving staying Reading for Meaning p 46 - 59
picking guarding Growing in English Lang. p. 10 -15
Readings and Communication Skills in
English p. 252
Im giving this scarecrow the job of _____ Linking the World through English pp.
in the field. _____ it in a good spot in 288 - 292
important. I enjoyed ____ a scarecrow on
the job. Its presence has changed the crows Materials: strips of cartolina. Index cards,
habit of ____ in the fields. Now, its usual
activity is ___ above the corn. By ____ the III. Procedure:
crow away, the scarecrow is doing its job. GLR: (Genuine Love for Reading)
A. Pre-reading Activities:
B. TS. Direction: Arrange the following 5. Drill: Pronunciation drill:
events in order. Have the pupils read the following
words:
_____ When the fight for our freedom /u/
started, Apo Mena joined the rebels.
_____ He served as governor of Ilocos Sur. uncle love study
_____ He was sent to the U.S. to represent come public utter
the country in the World Fair. subway us done
_____ He spent his time in keeping alive up son
the peoples interest in arts, letters, enough
and music. under some
_____ He formed bands and orchestras country
which played native music.
6. Motivation:
Do you believe in magic?

7. Vocabulary Development:
Have the pupils know the
meaning of the following words by
rearranging the letters to form the
words.

flat invisible
pneumonia rummaged
LESSON # 4 wiggle pills

I. OBJECTIVES: 7. llsip _____________ (medicine)

8. legwig ____________(to shake)
GLR: 1. Enjoy reading a story 9. tlaf _______________(lying
CT: 2. Answer questions from the story straight)
read. 10. niaompneu _________( a kind of
GOLD: 3. Use gerunds as object of the illness)
preposition and appositive. 11. visinblei _________( cannot be
TS: 4. Identify the antonyms of words. seen)
12. gedamrum ___________(searched)
II. SUBJECT MATTER:
GLR: The Magic 8. Motive Question:
GOLD: Using gerunds as Object of the Have the pupils organize
preposition and appositive. their own questions.
TS: Identifying antonyms of words.
B. During Reading Activities:
Reference: 2002 Basic Education
Curriculum

187
1. Have the pupils listen to the story. Let
them take down notes about the story
they are going to listen.
THE MAGIC
Mama, wheres Uncle Ramon?
Bobby asked his mom right after he
woke up, one morning.
Son, your uncle is sick. He needs to
rest in the hospital. He has been
confined for observation of his heart
ailment. But his doctor said hes all right
now, explained Mama Rosa.
Uncle Ramon and Mama Rosa are
brother and sister. Uncle Ramon has
been quite sickly even in his younger
days. He was not allowed to do
strenuous jobs. When Bobby was still a
year old, Mama Rosa took Uncle Ramon
to look after her son because she worked
full time in their supermarket.
Now that Bobby is nine years old, he
still clings to his uncle who loved his
antics so much. The two have something
in common. They love magic. Uncle
Ramon had an invisible magic wand. He
kept it in along blue box tied with a red
ribbon. No one knew about it except
Uncle Ramon and Bobby. It was their
secret.
Did Uncle Ramon bring our magic
box, Mama? asked Bobby.
What box, Bobby? replied Mama
Rosa.
Oh, you dont know about it,
Mama. I guess, Ill have to wait for
Uncle Ramon to come home so we can
have our magic tricks, whispered
Bobby to his mother.
Well, you better wait because next
week, hell be out in the hospital. Hes
okay now. Hes just resting there,
elaborated Mama Rosa.
Thanks, Mama! So, well play
again, added Bobby.
Suddenly, Bobby felt happy with
magical feeling. His lunch tasted better.
His toys seemed to talk to him. Crabby
feelings melted away. And the sun made
rainbows through their kitchen window.
188
His mother prepared his lunch box
and brought him to school. When his
Uncle Ramon was sick, it was his
mother who took care of Bobby and
his little brother.
Weeks went by. At last, Uncle
Ramon came home. His laughter could
be heard now from his room. Bobby
felt good and inspired to study well.
Most of the time, Uncle Ramon sat
in his chair and read books. He was so
quiet and just stared at Bobby.
Bobby remembered how it used to
be. They used to have fun together.
Those were the days when they stayed
in a flat near the supermarket. Ill
make Uncle Ramon happy, Bobby
said to himself.
Bobby rummaged in his closet. He
got a small white box, opened it then
whispered, Abracadabra, ssh! Boom!
Make some magic for Uncle Ramon
and me!
Booby ran to his Uncle Ramon.
Looked here, Uncle, he said and
waved something around.
Whats that? Uncle Ramon
asked.
Its an invisible magic wand. I
rearranged my closet and I got this
box. Just like the one that we had
before, only smaller! said Bobby.
He waved it again and touched
Uncle Ramons chin. He made faces
and tried to wiggle his nose.
Uncle Ramon laughed.
Oh, I made you laugh again,
Uncle Ramon. Youre okay now. Youre
well! Lets play and have fun
together!
Yes, Bobby. I forgot about our
magic. Its good you brought it back!
said Uncle Ramon laughing.
Its a new one, Uncle. Ill tie one
tonight with a string so it wont get
away.
Good, do it now, Bobby! asked
Uncle Ramon, as he took some pills.
Bobby went to the kitchen and
looked for a piece of string.
Abracadabra, sssh! Boom! he
shouted. The happy feeling was back
 again in the house. And the sun shone
brighter through the kitchen window
and made rainbows.
-Adapted from Highlights for
Children
CT. CRITICAL THINKING
A. Post Reading Activities:
1. Answering the Motive Question:
10. Comprehension Check:
Have the pupils answer the
following questions:
A. Were Uncle Ramon and
Bobbys secret magic a real
thing? Why?
B. Why did Uncle Ramon create it in
the first place?
C. How did Bobby enjoy the magic
of Uncle Ramon?
D. How was the magic returned?
E. How did it affect Uncle Ramons
health?
F. Was Uncle Ramon a good uncle?
G. How did the story end?
11. Engagement Activities:
Have the pupils perform the
following activities under time limit.
Cecille likes to sell a pencil
A pencil Cecille likes to sell
Looks like a pen with a seal
Rather than a pencil.
4. Review: Checking of assignment.
3. Presentation:
Have the pupils read again the
paragraph.
We, Filipinos, appreciate good
taste in our food. We love eating very
much. We are satisfied by preparing
our food with the least cost required.
4. Discussion:
How are we satisfied?
We are satisfied by preparing
our food with the least cost
required.
What word comes before the
gerund in the sentence? (by)
What kind of word is by?
(preposition)
How is gerund in the sentence
used? (object of the preposition)

GROUP 1: LIGHTS, CAMERA, ACTION Have the pupils read the given
sentences: Have them identify the
How did Bobby show his love for his
uncle? Make a script and dramatize it.
gerund used in the sentence.

3. No one really benefits from

cheating.
GROUP 2: THANK YOU 4. I want to learn more about healing.
Make a Thank-you Letter for
3. Her hobby, sketching, eats up most
someone you would like to extend your of her time.
gratitude to. (Sentence #3 is used as an
appositive)
Discuss further.
GROUP 3: GET WEL SOON!
5. Fixing Skills:
Make a Get-well Soon Letter for
someone who is sick. Underline the gerund used in the
following sentences then write whether
it is used as object of the preposition or
as an appositive.
GROUP 4: DRAW ME

Was Uncle Ramon a good uncle to
Bobby? How? Show though a drawing.
GOLD: (Grammar, Oral,
Language Development)
3. Drill: Pronunciation
drill:
8. She improved her Math skills by
practicing.
9. We should know the benefits of
listening from learned men.
10. Claire will report on the basics of
dancing.

189
 11. My favorite sport, playing tennis, GROUP 3:
keeps me in shape. Suppose you won in a lottery
12. His field of specialization, amounting to P 1,000,000. Write a
paragraph telling how you will spend
advertising, requires creativity. the money. Use gerund in the
sentence.
13. GENERALIZATION:
What are the other uses of gerunds?
GROUP 4:
What do you do during summer?
REMEMBER: Have each member of the group answers
the question using gerund as object of
A verb that ends in ing and is used the preposition, and appositive.
as a noun is a gerund. Aside form being
used as a subject and predicate
noun/subjective complement, a gerund also Independent Practice:
performs the same function as any other Direction: Underline the gerund used
noun in the sentence such as: in the sentences and then write its
function.
3. Object of the Preposition when the
gerund used comes after the 5. Some painters use sponges for
preposition. mixing colors.
Example: 6. His work, baking bread, helps the
She will report on baking. community.
prep. Gerund 7. Thank you for getting me out
4. As an appositive there.
Example: 8. Ill explain about sewing next
She spends most of her time in time.
productive pastime, baking cookies.
IV. EVALUATION:
14. APPLICATION: B. GOLD: Direction: Underline
a. Guided practice: Have the pupils the gerund in each of the
perform the following activities with following sentences and
the group: identify its function:
GROUP 1:
Write sentences for the following 6. The crop was ready for harvesting.
gerunds with their given function: 7. The project, keeping the
community clean and green, I
5. cooking (appositive) supported by the people.
6. fencing (object of the preposition)
7. jogging (appositive) 8. The crop was ready for harvesting.
8. traveling (object of the preposition) 9. Their job, baking cookies,
provided more earnings.
10. Their newfound work, tilling
GROUP 2: and weeding the land,
Underline the gerund in each proved to be very
sentence. Write whether it is used as
exciting.
object of the preposition or as an
appositive.
TS (Transfer Stage)
5. Mabini became one of the pillars of the 1. Drill: Pronunciation drill: Have the
Revolution, committed to the ideal of
pupils read the following words
freeing the Philippines from the
Spaniards. focusing in /I/ and /iy/
6. A congested classroom is not
conducive to learning. /I/ /iy/
7. Eds talent, painting, is his greatest mill meal
contribution in the school.
sit seat
8. His job, writing articles for the La
Solidaridad, was a well-kept secret. win wean
still steal
rid read
live leave

190
 pill peal
din dean

What descriptions did Dickens use?

(Opposites)
2. Review: Checking of assignment: Have the pupils study the
Direction: Select from the word box the following words:
synonym of the given word. Write it A B
below the given word. The first one is
done for you. best worst
wisdom foolishness
real coarse belief incredulity
genuine _______ light darkness
hope despair
everything nothing
value decline
________ _______ 5. Discussion:
What are the given words under A
and B tell us?
What are these words?
What are antonyms?
promise late
Discuss further.
________ ________
6. Fixing Skills:
A. Direction: Identify the antonym
pairs in each of the following sentences.
Word Box Then underline them. The first one is done
rough pledge
for you.
worth refuse
genuine tardy
4. She may be my friend, but she can also
be my worst adversary.
5. The Ten Commandments were given
3. Motivation: to establish order from chaos.
Have the pupils identify the opposite 6. Her sad expression turned jubilant
of the following: when she heard the glad news.
North - _____ 7. I found out he was friendly, not
Right - _____ belligerent as he was rumored to be.
Up - _______ 8. Dont dawdle nor hurry, but take
Smooth - ______ enough time to do your work well.
Correct - ______
C. Read each sentence below. Copy
4. Presentation: the italicized word on the first
What do the given words tell us? column of the form following the
sentences. Then copy its antonym
Have the pupils study how the found in the same sentence on the
author, Charles Dickens of A Tale of two second column. Number 1 is done
Cities effectively describes the for you.
confusion at the time the story took place.
1. Her quiet words belied the furious
It was the best times, it was beating in her heart.
the worst of times. It was the age of 2. The pleasant afternoon was interrupted
wisdom, it was the age of foolishness, by a violent earthquake.
it was the epoch of belief, it was the 3. The walk to the seashore was easy but
epoch of incredulity, it was the the climb up the mountain was
season of Light, it was the season of arduous.
Darkness, it was the spring of hope, it 4. To a quiet person like me, the visitor
was the winter of despair, we had seemed to be a garrulous man.
everything before us, we had nothing
before us.
191
5. We wondered whether her act was
inspired by kindness or by malice.

ITALICIZED WORD ANTONYM IN THE

SAME SENTENCE IV. EVALUATION:
1. furious 1. quiet TS. Direction: From the list of words
2. 2. below, select the antonym of the
3. 3. underlined word in each of the
4. 4. sentences.
5. 5.
The winner was a sluggish runner.
7. Generalization: It is humid in the jungle.
What are antonyms? A glass toy would be fragile.
I like my cereal to be soggy.
@ Antonyms are words with 5. Sometimes, my brother exhibits
opposite meanings. Antonyms are weird behavior.
used effectively in making
descriptions. Opposites show strong
dry burn
contrast between two ideas, persons
strong normal
or things.
lively
8. APPLICATION:
A. Replace each underlined word
with antonym. V. ASSIGNMENT:
A. GOLD: Direction: Write 5
6. Our living room is ugly. sentences using gerund as object of the
7. Few plants hang by the windows. preposition and 5 sentences using
8. I feel restless in that room. gerund as appositive.
9. The shelves hold dull pottery.
10. Dark curtains frame the windows. B. TS. Direction: Read the given
sentences below. Supply the
B. Match the words under Column A antonym of each word in
which means the opposite of the words parentheses. Then rewrite the
under column B. sentences with the needed
antonyms.
A B
1. pretty a. big 2. Mr. Abiog is very (rich). He lives in a
2. dry b. deep (big) house, wears (expensive) clothes
3. short c. ugly and eats (costly) food.
4. tiny d. long _______________________________
5. shallow e. wet _______________________________
______________________
C. Direction: Write each sentence. Replace 3. Sherwin is a (bright) pupil. He always
each underlined word with an antonym gets the (highest) score in tests. He
given from the list of words inside the reads and writes (fast). He has (many)
box. The first one is done for you. friends.
__________________________________
1. Sometimes people smile at what they __________________________________
read. __________________________________
Sometime people frown at what they read. _________
2. There are many wide streets in the city.
3. Mary is very extravagant.
4. How much did your brother gain in his LESSON # 5
business.
5. Everybody is busy today. I. OBJECTIVES:

thrifty narrow
idle lose
frown 192
GLR: 1. Enjoy reading a story
CT: 2. Answer questions from the story
read.
GOLD: 3. Use gerunds as direct object
TS: 4. Write a home reading report.
II. SUBJECT MATTER:
GLR: Gombay and the Wild Ducks
OLD: Using gerunds as Direct Object
TS: Writing a Home reading Report
Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Reading 1.4
Phoenix 21st Century English 6 p 297
Growing in English Lang. p. 10 -15
Readings and Communication Skills in
English p. 252
Linking the World through English pp. 288 -
292
Materials: strips of cartolina. Index cards,
picture of a duck
III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
1. Drill: Pronunciation drill: Have the
pupils read the tongue twister given:
f. someone who cannot act efficiently
because of disablement
g. someone with peculiar
characteristics.
6. He was such a duck and everyone
loved him!
7. The outgoing president knew that his
decisions would eventually be
challenged by the incoming president.
He is what one may call a lame duck.
8. He had some light clothes made out of
duck.
9. He ducked the moment he sensed a
revolver aimed at his head.
10. It would not be cowardly to duck when
you spot an angry fist coming your
way!
4. Motive Question:
How did Gombay came to be one
of the ducks?
B. During Reading Activities:
1. Have the pupils listen to the story.
Let them take down notes about
the story they are going to listen.
Gombay and the Wild Duck

What does Watt-watt White want? Once there lived a hunter named
Watt-watt White wants a pair of Gombay. There was a pond near his house
white pants. where wild ducks came to play. He had
A pair of white pants is what Watt- been getting one for each day as his father
watt White wants. had before him. But one day he thought,
If I can catch a hundred wild ducks in a
6. Motivation: day, I can be as lazy as I want for ninety-
Have you ever heard of the story nine days. It seemed like a very good
about the man who was allowed to own plan.
as much land as he could and in the end
got just enough to bury him six feet Immediately he set the snare of a
under the ground? hundred loops made with one rope. Then
What does that say about wanting he hid himself behind a tree. It was just
more than you need? before dawn, and he could count ninety-
nine ducks in the loops. He waited for one
3. Vocabulary Development: more duck. Finally, the sun began to show
A word can have more than one bright on his face. Then the birds were
meaning. Have the pupils decide which surprised to know they were in a trap, and
meaning of duck is used in the following flew up all together at once.
sentences. Gombay, holding the end of the rope
went high up in the sky, too. Help, help!
a. a swimming bird he cried from the sky, but nobody could
b. to dive or dip the head hear. Alas, the rope snapped suddenly, and
c. to avoid or evade he went down. Soon, he realized he had
d. cotton fabric become a wild duck as he was falling
e. someone who is considered down. Yes, he was flying now as freely as
attractive or a darling he wanted. It was like a dream for

193
Gombay, but he had to live as a wild duck,
anyway. He felt hungry, so he flew down
near a pond. He found a small fish GROUP 3: WRITE ME A LETTER
swimming in the pond. He was going to
catch it for a tasty meal, but he was caught In the story, Gombay already had what
with a snare like the one that he had used. he needed but succumbed to wanting
more. If you will be given a chance to write
to him, what will you say?
Gombay became sorrowful and said to
himself, What a pity when even one duck is
caught! And I tried to get a hundred ducks GROUP 4: I WRITE A SONG!
at a time. It is indeed the punishment of
God. He shed tears, and they dropped on Identify the lesson of the story and
the rope. Then it snapped. What a miracle! compose a song that tells the moral lesson
of the story. Prepare to sing your song to
Gombay was so glad that he shed tears the class.
again for his great joy. This time the tears GOLD (Grammar, Oral,
flowed down and got his clothes wet. What a Language Development)
miracle again! He became Gombay as he
was. Since then, he stopped hunting wild 2. Drill: Pronunciation drill: Have
ducks and he became an honest, kind the pupils read the following words:
hearted farmer and lived happily forever.
-Yoshimasa Kogawa
jar guard arm card
large charm smart car
CT. CRITICAL THINKING scarf market dark park
C. Post Reading Activities: yard chart hard harm
1. Answering the motive question:
How did Gombay came to be one of Have them read the following
the ducks? phrases. Have them read the words with
/a/ sound well.
2. Comprehension Check:
Have the pupils answer the carve a heart a large scarf
following questions: a mark on the guitar a jar in the barn
a card for Arthur an ark in the park
9. Who is Gombay?
10. What kind of person is Gombay? 2. Review:
11. What did he decide to do one day? Transform the following verbs into
12. What experiences did he have when he gerunds then use each one of them in
became one of the wild ducks? sentences as subject and predicate noun.
13. Did he enjoy being a wild duck?
14. What freed him for being a wild duck? 6. Climb
15. When he was back to being Gombay, 7. Write
what lesson did he learn form his 8. Read
experience? 9. Cook
16. To prove his resolve to be a better 10. Study
person, what did he give up?
7. Engagement Activities: 3. Motivation:
Have each group perform the Have the pupils answer the
following activities. following using questions using gerund.
What do you usually do during
GROUP 1: LIGHTS, CAMERA, ACTION weekends?
Choose the part that you liked best in
What do you like to eat during
the story. Then make a script and recess time?
dramatize the chosen part. What is your fathers hobby?

8. Presentation:
GROUP 2: DRAW ME Have the pupils read the paragraph:
What do you think would have
happened to Gombay if he did become
human again?

194
 We, Filipinos, appreciate good taste 2. Direct Object when the gerund
in our food. We love eating very much. comes after the verb. It answers the
We are satisfied by preparing our food question what.
with the least cost required. Example:
She likes stitching very much.
9. Discussion: verb gerund

Have the pupils underline the gerund

used in the paragraph. The teacher will 8. Application:
write the answer on the board. Have the pupils answer the questions
What do we love very much? given
(Teacher will write the answer)
1. What do your friends love to do
We love eating very much. during weekends?
What word comes before the gerund 2. What does Karl love to do during
in the sentence? (love) winter?
What kind of word is love? (verb) 3. What does Mary Frances like to do
How is the gerund eating used in the very much?
sentence? (object of the verb) 4. What does your mother find
Have the pupils read the following interesting?
sentences:
IV. EVALUATION:
1. Filipino love playing basketball. A. GOLD: Direction: Complete the
g. Mother likes listening to her following sentences using gerund
favorite radio program. as object of the verb.
h. My sister finds dancing
interesting. a. The newscaster came ______ to
catch the event. (run)
What are the gerunds used in the i. The police began _____ the thief.
sentences? (chase)
What word comes before each gerund? 3. Princess and Kim find ______
How are gerunds used in the sentence? interesting. (dance)
Discuss further. 4. The farmers started _______ the
fruits since last week. (pick)
6. Fixing Skills: 12. Agnes loves _______ fiction story.
Answer the following questions (write)
using gerund as object of the verb.
TS (Transfer Stage)
a. What do you love doing during 1. Drill: Pronunciation drill:
summer? Have the pupils read the
b. What does your sister study? following pairs of words:
c. What does your aunt teach?
d. What do you and your friends find /a/ - /e/
interesting? lace less chase
7. GENERALIZATION: chess
vase vest paste pest
What are the other uses of gerund? gaze guess baste best
How is gerund used as direct object hail hell sail sell
or object of the verb?
/a/ - /a/
REMEMBER: fate fat paint pant
A verb that ends in ing and is used hate hat laid lad
as a noun is a gerund. Aside form being main man vein van
used as a subject and predicate eight at pale pal
noun/subjective complement, a gerund also
performs the same function as any other 2. Review: Checking of assignment
noun in the sentence such as: Arrange the following events in
order.

195
 mountain-volcano. It was named after the
_____ When the fight for our freedom beautiful maiden Magayon.
started, Apo Mena joined the rebels.
_____ He served as governor of Ilocos Sur. Plot: a. Magayon and Gat Malayo
_____ He was sent to the U.S. to represent met and fell In love and
the country in the World Fair. decided to marry.
_____ He spent his time in keeping alive b. Datu Buhawen threatened
the peoples interest in arts, letters, and Magayon to a forced
music. marriage.
_____ He formed bands and orchestras c. Before the ceremony, Gat
which played native music. Malayo arrived and a battle
commenced.
3. Motivation: d. Buhawen was killed and so
Do you enjoy reading a story? was Gat Malayo.
e. Magayon killed herself when
4. Presentation: she saw her lover fall.
To be able to read well includes the f. A mountain-volcano rose
ability to interpret and summarized from their common grave.
accurately the content of what you read.
Careful analysis and evaluation are also Moral Lesson: Nothing good comes out
an important part of good reading. from selfishness.
Give an example of home reading Comment: The story has a tragic
report. ending. Because of mans
selfishness, many lives
Book Title: Stories of our were sacrificed.
Country
Title: The Legend of 13. Discussion:
Mayon Volcano What was the title of the home
Author: Amado L. Agorilla reading report?
Place and Date Who is the author?
of Publication: Manlapuz Publishing Who Is Magayon? Gat Malayo?
Co., Manila 1989 Datu Buhawen?
Number of Pages: 3 Why did Magayon consent to the
Setting: Kingdom of Albay marriage with Datu Buhawen?
Characters: Daragang Magayon, What happened when Gat Malayo
Gat Malayo, and Datu tried to stop the wedding of Magayon and
Buhawen Datu Buhawen?
Theme: Love and Sacrifice What is the moral lesson of the
Brief Summary: story?
Magayon was the most beautiful Discuss the parts of a home
maiden in the kingdom of Albay. She fell in reading report.
love with Gat Malayo, a prince from a
Tagalog Kingdom in Tayabas. The two 14. GENERALIZATION:
decided to marry, but Datu Buhawen, the What are the parts of a reading
bravest in Albay kingdom, threatened to kill report?
Magayons loved ones if she would not What does each part tell?
agree to marry him. Magayon consented to
the marriage. On the day of the wedding, REMEMBER:
Gat Malayo arrived and a fierce battle These are the different parts of a home
began. Datu BUhawen was killed. When reading report:
Gat Malayo was about to claim Magayon as
his bride, a friend of Datu Buhawen stabbed 2. Title
him to death. When Magayon saw her lover 2. Author: the writer of the story
dying, she took the dagger and killed 3. Place and Date of Publication: where
herself. The two were buried in a common and when the story was published.
grave. After a few days, the earth on their 4. Number of pages
grave rose and turned into a beautiful 5. Brief summary: important points

196
6. Setting/ Characters where and when
the story happened, major and minor
characters
7. Theme what topic is the story about
8. Plot sequence of events.
9. Moral Lesson what learning the story
teaches.
10. Comments what the reader think about
the story.
7. Practice Exercise:
Have the pupils read a short story.
Have them write a book report using the
format given.
Title:
Author
Place and Date of Publication
No. of Pages
Brief summary
Setting:
Characters:
Plot:
Lesson:
Comments:
IV. EVALUATION:
A. TS. Direction: Have the
pupils read the story. Have
them write a book report using the given
format.
The Rose Bush and the Apple Tree
(Adapted)
Near the apple tree grew a rose bush.
The rose bush saw how much she was
admired and said, Who can compare with
me, and who is as worthy as I am? My
flowers are beautiful to the sight and sweet
to the nostrils. True, the apple tree is bigger
than I, but what pleasure does he give to
mankind?
When the apple tree heard this, he
said, Even though you are worthier than I
in the beauty of your blossoms and the
sweetness of your smell, you are less worthy
in goodness and friendliness.
Tell me, the rose bush said, what
is evidence of your goodness?
And the apple tree answered, You
do not give flowers to man unless you first
wound him with your thorns. But I give my
fruit to all, even to those who throw stones
at me.
197
V. ASSIGNMENT:
A. GOLD: Read Marlons story.
Complete his story by using the
appropriate gerund. Choose from the list
inside the box.
waiting placing flying
standing protecting being
watching driving staying
picking guarding
The crow likes ______ on the
fence. It never gets tired of _____ for me
to leave. _____ our corn is its favorite
pastime. My job is _____ the corn form
the crows. That is why Im giving this
scarecrow the job of _____ in the field.
_____ it in a good spot in important. I
enjoyed ____ a scarecrow on the job. Its
presence has changed the crows habit of
____ in the fields. Now, its usual activity is
___ above the corn. By ____ the crow
away, the scarecrow is doing its job.
B. TS. Direction: Have the pupils read a
short story. Have them make a reading
report for the story that they are going
to read.
LESSON # 6
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use the possessive form of
nouns.
4. Form the possessive of nouns.
TS: 5. Follow series of directions in
prescriptions and experiments.
II. SUBJECT MATTER:
GLR: Pandoras Box
GOLD: Using the possessive of nouns.
Forming the possessive of nouns.
TS: Following Series of Directions
Reference: 2002 Basic Education
Curriculum
PELC Speaking 5; PELC Reading 2.1;2.2
Dynamic Series in English p. 42
Phoenix 21st Century English 6 p 28
Linking the World Through English pp.
288 - 292
Materials: strips of cartolina. Index cards,

III. PROCEDURE:
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
4. Drill: Pronunciation drill:
Have the pupils recite the tongue
twister:
Lily Lee listens to lessons,
As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.
5. Motivation:
What does a myth mean?
Have you heard a myth story?
6. Vocabulary Development:
Have the pupils read the
following situation. From the box
below, choose the best word that
describes the situation.
tidiness curiosity
meanness grief
cruelty wickedness
greed
8. Vira, the stepdaughter of Dona Mary,
was washing the clothes one
morning. Another pile of soiled
clothes was given to her and when
she was about to complain, Dona
Mary hit her with her cane.
___________________________
9. Angelo, a naughty boy in Mrs.
Cabrals class was thinking of
putting the used bubble gum on his
classmates seat.
_____________________________
10. Martha was very eager to know
whats inside the forbidden room.
___________
11. Miss Castro asked the children to
research in the library. After an hour,
the bell rang. The children, except
for Arleen, gave the books to the
librarian and went away. Arlene
cleaned the mess that her classmates
left. She pushed the chairs back and
picked all the pieces of papers
scattered around. She returned the
books she borrowed and left the
198
library quietly.
_________________________
12. All the members of the family
were there. Tears kept falling from
their eyes. Their sick father, almost
dying, was giving his last will.
________________
13. Mario received one gallon of ice
cream from his grandfather as a
present. Lito, his youngest brother,
asked for some but Mario didnt
mind him until he had eaten all the
ice cream. _____________
14. An old lady, wearing ragged
clothes in front of Dona Narcisas
house, was asking for a piece of
bread. Dona Narcisa yelled at her
and asked her to go away.
_______________________
4. Motive Question:
Why did Pandora open the box?
B. During Reading Activities:
4. Have the pupils listen to the story.
Let them take down notes about
the story listened to.
PANDORAS BOX
When man had been made, Jupiter
decided that he would make woman, and
send her down to earth. He called on all
the gods and goddesses to help him, and
they did.
Venus gave her beauty. Apollo
gave her the gift of music. Minerva gave
her wisdom and skill in spinning and
weaving. The mischievous Mercury stirred
in for spice a few very human failings,
curiosity among them.
When she was finished, she was
lovely. Quite proud of their handiwork, the
gods named her Pandora which means
the gift of all the gods and Jupiter put
into her hands a chest of ivory, quite small
but intricately carved, with an odd golden
clasp. He cautioned her to keep it by her
always, but never to open it. Then, he sent
her down to earth and presented her to
Epimetheus.
And she made Epimetheus a very
good wife. She was a good cook; she kept
 the house tidy; she wove a beautiful cloth;
and she obeyed her husbands wishes in
everything. In spite of herself, however, she
found her thought turning too often to that
ivory box she had brought with her. Finally,
there came a time when it seemed to her
that she and the box could not possibly be in
the same house any longer unless she knew
what was in it. So she took the little golden
key that hung from it by a silken cord, and
turned it in the lock. The she lifted the lid
just a little, just for a glimpse.
Alas, poor Pandora! In an instant,
the room was filled with tiny ugly winged
creatures, buzzing around the walls and
streaming through the windows. What had
she done? In a panic, she shut the lid again,
but it was too late. For in that box had been
all the evil things the world had not known
before Meanness and Greed, Cruelty and
Pain, and a million others and as soon as
the lid was lifted, out they flew. They have
been flying about ever since, causing all
sorts of grief and misery. What a pity she
ever let them loose!
Have the pupils in each group
perform the following activities:
GROUP 1: LIGHTS, CAMERA, ACTION
Choose the part that you liked best in the
story. Then make a script and dramatize the
chosen part.
GROUP 2: DRAW ME
What do you think would have
happened if Pandora followed what was
instructed to her?
GROUP 3: STORY GRAMMAR
ORGANIZER
Have the pupils complete the story
grammar organizer:
Title: _________________________
Author: _______________________
Who is the main character?
Where and when did the story take place?

But there is one thing to be said for
Pandora when, in her panic, she clapped
the box lid shut again, she did just in time.
For in the chest, there with the wicked
winged things was Hope. If Hope had
escaped with the rest, the world would have
been far worse off than it is. But fortunately,
she was left behind. And whatever could we
do without her? Myth-
CT. CRITICAL THINKING
C. Post Reading Activities:
5. Answering the motive question:
Why did Pandora open the box?
6. Comprehension Check:
Have the pupils answer
following questions:
7. Why do you think Jupiter made a
woman?
8. What did Venus, Apollo, Minerva and
Mercury contribute to Pandora?
9. What does the word Pandora mean?
10. Did Epimetheus and Pandora have a
happy marriage?
11. What were inside the box?
12. What do they mean?
7. Engagement Activities:
What is the problem or conflict?
What did the main character do to solve
the problem?
How did the story end?
GROUP 4: I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
the
Allow the pupils to perform the
activity under time limit.
GOLD (Oral, Language
Development)
Drill: Pronunciation drill:
Have the pupils recite the given
tongue twister:
Cecile likes to sell a pencil/
A pencil Cecile likes to sell,
Looks like a pen with a seal/
rather than a pencil.

199
 11.
2. Review: Checking of assignment: 12.
Have 2 3 pupils give their
sentences using gerund used as direct
object, object of the preposition and as
an appositive.
3. Motivation:
The teacher will present
different things and will ask the
question:
Whose pencil is this?
Whose bag is this?
Whose notebook is this? Etc.
8.Presentation:
Have the pupils read the
dialogue. (To be written on manila
paper) d.
e.
Who Owns That? f.
Precious, Allyson and Jamaica are at
the school playground having their short
break.
Precious: Hey, someone left his bag.
Allyson: It must be Kenneths. I saw him
once using it.
Jamaica: But Kim has also one like it. It
might be his bag.
Precious: Why dont we look for any
identification inside? (looks
inside the bag) Aha, its neither
Kenneths nor JCs. Look at the
ID card here. It is Ralphs bag.
Ivy: (comes close to the girls) Excuse
me. Does anyone of you own this
wallet?
Precious: It is mine. Im glad you found it.
Thank you!
Ivy: You are welcome. I thought it
was Jannelles wallet.
Allyson: Well, now we know who own the
things we found. You have your
wallet Precious. Lets go and
give this bag to Ralph. He might
be looking for it now. 13.
Precious: Yes, lets go girls!
Have the pupils answer the following
questions:
8. What did the girls find?
9. Who did they think owned the bag?
10. What did they do to find the rue owner
of the bag?
200
Who owns the bag?
To whom did the wallet belong?
Have the pupils read the following
statements taken from the dialogue.
1. It must be Kenneths.
5. It is JCs bag.
6. I thought it was Jannelles wallet.
5. Discussion:
What is added after the name of a
person in the sentence? How many own
the bag? Who owns the wallet?
Have them study the following
examples:
The girls school uniforms are still new.
The pupils desks are made of wood.
The butterflies colors attract many
people.
How many own the uniforms? the
desks? the colors? Notice that s is added
to the nouns if the owner is more than one.
Have the pupils study the following
phrases:
knob of the door
key of the room
collar of the shirt
What is used in order to show
possession? (of phrase)
How can we rewrite the following
to show possession?
Discuss how these phrases can be
transform to show possession:
doors knob
rooms key
shirts collar
Discuss further. You may use the
information given under REMEMBER.
Fixing Skills:
Rewrite the following to show
possession:
6. bicycle of Sherwin
7. parents of Lei and Elise
8. tools of the carpenters
9. kites of the boys
10. speech of the president
7. GENERALIZATION:
 What do we use to express
possession? 16. APPLICATION:
Guided Practice:
REMEMBER: Direction: Make your own
A noun that expresses possession, dialogue using possessive nouns
ownership, or connection is in the correctly.
possessive case.
The sign of the possessive case is the GROUP 1:
apostrophe and s. (s) Your group was asked by the
The phrase of the is used with principal to help look for the owners
of the items deposited at the schools
lifeless or inanimate objects.
lost and found nook.
Possessive case of nouns may be
formed in several ways:
GROUP 2:
9. To form the possessive singular, add
You talked among yourselves
s to the singular form of the noun. about the food served at your school
Example: canteen.
Marys song girls dress

10. To form the possessive plural of nouns GROUP 3:

When you arrived home, you find a
ending in s, add the apostrophe () new pair of shoes, a new bag, a new pair
only. of pants, and a new shirt.
Example:
ladies shoes leaders
abilities GROUP 4: Complete the dialogue using
appropriate nouns in their correct
11. Proper names ending in s form the possessive forms.
possessive case by adding the A: We are going to celebrate our ____
anniversary.
apostrophe and s. B: Yes and our teacher wants us to present
a puppet show.
Example: A: The ___ collection of puppets is a large
Jahzeels new shirt Jamess one.
answer B: However, the principals objective was
for _____ to write their own script.
A: Making the hand puppets can challenge
12. In compound nouns, the s is added to the _____ creativity.
the end of the word. B: What could be the ___ share in the
Example: work?
sister in laws recipe
sisters in laws recipes

13. If two or more nouns are used B. Independent Practice:

together to indicate separate Direction: Fill in each blank
ownership, the s is used after each with the possessive form of the
noun. noun at the left.
Example:
Kathys and Sarahs dresses (God) 1. ______ saints should be our
models.
14. If two or more nouns are used (Children) 2. ______ games are often
together to indicate joint ownership, exciting.
the s is used after the last noun only. (doctor) 3. A ____ training requires
Example: Karl and Jazzers boat long hours of study.
(Lady) 4. Girls should imitate our
15. The of-phrase is commonly used with _____ virtues.
inanimate nouns to show possession. (Napoleon) 5. ______ gallantry won
Examples: distinction for him.
end of the story (baby) 6. The ____ loud cry
lock of the door awakened the sleeping
cover of the book mother.

201
(butterfly) 7. A _____ wings are made
up of scales. 13. Discussion:
(deer) 8. The ____ horns are called What is the first thing to do with
antlers. the dirty plates?
(abbot) 9. The _____ hood is What is done next?
missing. What is the next step to take?
(grandparents) 10. Our ______ farm is wide What step follows?
and airy. What is done next?
What is done last?
IV. EVALUATION: This time, write the steps in
A. GOLD: Direction: Rewrite each washing plates.
sentence. Change each underlined
phrase to include a possessive noun. 14. Fixing Skills:
Have the pupils read the
6. The safety habits of the students experiment given on how plants get water
should be perfect. from the soil. Then let them answer the
7. The students listen to the opinions of questions given.
the adults.
8. The comments of the visitors are Have a stalk of celery ready.
helpful. Have a clear glass half filled with
9. The hands of many pupils are raised water.
now. Put a little red food coloring in the
10. The principal reminds students to use water.
the office of the nurse.
Mix it well.
Then drop the stalk of celery in the
TS (Transfer Stage) glass with colored water.
9. Drill: Pronunciation drill:
Let it stay for two hours.
Have the pupils read the
following words with /v/ sound: Observe what happens.

vie veal visage 7. What are the materials you need in

voltage veal valve the experiment?
varnish visa voter 8. What do you put in the glass of
ventral vague virgin water?
vibrant varsity venison 9. What do you do in the celery?
10. How long will you let it stay in the
10. Review: Checking of assignment water?
11. Can you predict what will happen?
11. Motivation:
Do you know how to wash plates? 15. Generalization:
How do we follow
direction?
12. Presentation:
Have the pupils read the directions REMEMBER:
that follow. Directions are useful in telling you
how to make something, like how to cook
First, remove the extra food from the rice and how to get from one place to
plates. another. To follow directions, you must
Then, put the plates, spoons and have steps to take in the proper order.
forks and glasses together. Rinse them
once and soap them, beginning with the 16. Application:
glasses, plates, spoons and forks. Rinse A. Read the directions below.
the glasses and drain them on the drain Mother taught Mary Frances how
board. Then rinse the plates well to cook rice.
followed by the spoons and forks. Drain
them on the dish drain. When dry, keep Here are the steps given to her.
them in the dish rack. First clean the kettle where you will
cook the rice.

202
 Then measure 3 cups of rice.
Wash the rice 2 times.
Put 3 cups of water in the washed rice.
Cook until the rice is done.
Put the stove to low fire.
Then let the rice to cook for two more
minutes to cook the rice well.
Questions to answer:
6. What is the first thing to do when
cooking rice?
7. How many times will you wash the
rice?
8. How much water will you add to 3 cup
of rice?
9. What must be done when there is no
more water?
10. What is the last step to do to cook the
rice well?
B. Read the paragraphs below.
Father went to the farm and
suddenly it rained hard. He got wet and
caught colds. He asked for medicine
from their family doctor.
Here is the prescription he got.
Allyson Gale G. Francisco, M.D.
East Ave., Medical Center
Room 13 MWF 10 12:00 NN
Patients Name: Pedro Canlas Age: 40
Address: 1512 Nacar Sex: M
Date: Apr. 15/10
Px
Phonyl propanolamine HCl 25 mg
- # 15
Chlorphenamine malcate 2 mg &
paracetamol 500 mg
(Neozep forte)
Sig: 1 tablet every 6 hrs for 5
days.
______________
Lic. No. _________
PTR: ___________
4. What medicine was given to him?
5. How many times would he take the
medicine?
6. How long would father take his
medicine?
IV. EVALUATION:
Direction: Read the
directions below. Then answer
the questions that follow.
203
How to Grow a Plant from a
Seed
Get 5 seeds of white beans. (Patani
seeds)
Pour a little water on the seeds in a
deep plate.
Let them stay overnight.
In the morning you will see a root
coming out.
Prepare the pot where you will
plant the seed.
Put sandy loam soil in it and
choose the best seed.
You will put the seed with its root
down in the soil. Plant the other
seeds on the ground or in another
pot of soil. Water them a little and
let them stay where there is
sunlight.
Observe how the plant grows.
Questions to answer:
7. What is the first thing to do with
seed?
8. How long will you let the seeds
stay in the plate?
9. What steps follow?
10. How will you position the seed you
will plant?
11. What do you do next?
12. Where will you put them?
V. ASSIGNMENT:
A. GOLD: Direction: Change the
underlined group of words to include a
possessive noun.
1. The farm of my aunt is in Laguna.
2. The school of my cousins is in a
nearby town.
3. The truck of my uncle takes them
to school.
4. The apartment of Uncle Brad is in
the city.
5. The name of my cousin is Celia.
B. TS. Direction: Read the
paragraph given then answer he
questions that follow.
Jazzer had colds for the past 3
days. He had fever and developed a
cough. His mother took him to a
doctor. The doctor gave him a
prescription.
 Allyson Gale G. Francisco, M.D. Materials: strips of cartolina. Index cards,

East Ave., Medical Center III. PROCEDURE:

Room 13 MWF 10 12:00 NN GLR (Genuine Love for Reading)
C. Pre-reading Activities:
Patients Name: Jazzer F. Age: 15 1. Drill: Pronunciation drill:
Address: 1512 Nacar Sex: M Have the pupils recite the given
Date: Apr. 15/10
tongue twister:
Px
Erythromycin 250 mg - # Should she sell sheers sheets or
10(ERYCIN) should she sell shaggy shawls?
Sig: 1 tablet 2x daily for 5 days
______________ 2. Motivation:
Lic. No. _________ Is it important to be beautiful?
PTR: ___________ Why?
Which is more important, to be
kind or to be beautiful? Why?
6. Where did Mother take him?
7. What medicines given to Ric? 3. Unlocking of Difficulties:
8. How often did he have to take the Have the pupils identify the
medicine? meaning of the following words:
9. How would he take the medicine?
10. How long would he take the appearance a. luck
medicine? 2. deceptive b. pupa
3. bandaged c. look
4. fate d.
misleading
LESSON # 7 5. chrysalis e. tied up
6. scurrying f. rushing
I. OBJECTIVES:

GLR: 1. Enjoy listening to a story 4. Motive Question:

CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use a variety of sentence as to
structure; simple sentence
4. Form simple sentence.
TS: 5. Tell the relationship expressed in
the selection as to cause and effect.
II. SUBJECT MATTER:
What had become Sundri?
D. During Reading Activities:
1. Have the pupils listen to the
story. Let them take down
important details of the story.
2. Use the Direct Reading
Thinking Activity (DRTA)
when telling the story.

GLR: Appearances are Deceptive APPEARANCES ARE

GOLD: Using a variety of sentence as to
structure simple sentence.
Forming simple sentence.
TS: Recognizing cause and effect
relationship.
Reference: 2002 Basic Education
Curriculum
PELC Speaking 6; PELC Reading 6.1 p 23
Explore your World through Language and
Literature pp 58 - 61
Dynamic Series in English 6 p 39
Linking the World through English pp. 328
DECEPTIVE
One day, Bina, the ant, was
scurrying about in search of food. Summer
was almost over and the rain was
approaching. Soon it would be raining
and food would be difficult to find. Bina
knew it was necessary to stock as much as
possible so that her ant colony could have
enough to eat during the difficult months
ahead.
She had collected quite a bit
already. Now she was on the lookout for

204
bits of sweet foods that younger members of
her colony loved to eat after their meal.
Going to and fro between trees and shrubs,
Bina suddenly smelt the sweet aroma of
pastry. She quickly went around the bush
and there she saw it a large bit of pastry
with a whole raisin in it. Just then she
looked up and saw something hanging from
the leaf of a bush. Looking closer, she saw
that it was a tiny tail. It seemed to be all
wrapped up in something, as if bandaged.
Oh, you poor thing! What a sad
fate you have Sundri! I can run anywhere I
wish, climb trees, or go over mountains.
And look at you, you are trapped in your
shell. All you can do is move your tail
around a bit. Even ant children can run
around and do as much as we can. They are
free. You are all bound up and cannot even
move. What a life you must have!
But there was no answer from the
chrysalis. So Bina went on and walk away
with her piece of pastry. Bina did not know
it, but the thing was a chrysalis, the pupa
of a butterfly.
A few days later, Bina came that way
again hoping to find more pastry or biscuit
lying around.
It was unusually hot that day and
she was sweating. Suddenly, a cloud seemed
to come over and she felt a soft cool breeze.
She looked up. Wow! One of the most
beautiful butterflies she had ever laid eyes
on! Light blue spotted with light pink and
yellow dots.
Look at me, Bina. I am your much-
pitied friend. You boasted of being able to
run around and climb mountains. But now
try to get me to listen.
How beautiful and how lucky it is
to be able to fly around free!
And with a graceful flap of her
wings, Sundri, the butterfly flew away like a
soft sigh of the breeze.
-An Adaptation-
CT. CRITICAL THINKING
C. Post Reading Activities:
1. Answering the motive question:
205
What had become Sundri?
(Answer: Sundri had become one
of the most beautiful butterflies Bina had
ever seen.)
2. Comprehension Check:
a. Who is the ant in the story?
b. Why is she scurrying about in
search of food?
c. What did she see something
hanging from the leaf of a
bush?
d. Why did BIna pity Sundri?
e. Do you think Bina was right to
pity Sundri? Why?
f. If you will be Bina, will you do
the same with Sundri?
g. Is it right to boast with
somebody? Why?
2. Engagement Activities:
Have the pupils perform the
following activities under time
limit.
GROUP 1: LIGHTS, CAMERA,
ACTION!
What part in the story did you like
best? Make a script and dramatize it
before the class.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
GROUP 3: WRITE ME A LETTER!
Choose your most liked
character or most disliked character
and write a letter to the character
expressing your feelings to him/her.
GROUP 4: CERTIFICATE OF
RECOGNITION
Describe Sundris attitude. Make a
certificate of recognition for her.
GOLD (Grammar, Oral
Language Development)
 Drill: Pronunciation drill. Why do we say so? (It expresses
Have the pupils recite the given only one idea)
tongue twister: (Do the same questioning for
sentences b, c , d.)
Betty bought a bit of butter but she (use the concept in the
found the butter bitter/ generalization during the discussion)
So she bought a bit of butter to
make the bitter butter better.
15. Generalization:
11. Review: Kinds of a sentence: What is a simple sentence?
Identify whether each sentence is How do we form a simple
declarative, interrogative, imperative or sentence?
exclamatory.
REMEMBER:
i. The teacher speaks clearly. A simple sentence has one
ii. Turn on the radio. independent clause. An independent
iii. Is there news about clause has a subject and a verb and
the hurricane? expresses one complete thought.
iv. Ms. Cruz feed the
chicken. A simple sentence can be formed
v. How heavy the in four ways:
rainfall is!
Simple Subject and Simple
12. Motivation: Predicate
What is a hobby? The food is packed in three
What are your hobbies? ways.
How does your hobby help you?
(Have the pupils write a few sentences to Compound subject and simple
tell about their hobbies.) predicate
Air, water and sunlight are
13. Presentation: needed to make plants grow.
Have the pupils read the following
sentences: Simple Subject and Compound
Predicate
i. Karl collects shells.
ii. Karl collects and sells The rain fell and flooded the
his collection. streets.
iii. Ysa and Princess
make dresses for their dolls. Compound Subject and
iv. Sherwin and Jazzer Compound Predicate
collect poems and write their Butterflies and other insects
own haikus. alight on the flowers and sip
their nectar.
14. Discussion:
What is the subject in the first 16. Application:
sentence? Guided practice:
(Karl) Direction: Make five
What is the predicate? (collects) simple sentences of your own
How many subjects do we have in following the instructions for you.
the first sentence? (One)
How many predicate? (One) GROUP 1:
Your group was asked by your
What kind of subject do we have in
English teacher to write a sentence
the first sentence? (Simple subject) describing your family.
What kind of subject do we have in
the firs sentence? (Simple predicate) GROUP 2:
What kind of sentence is this? You talked among yourselves
(Simple sentence) about the food served at your school
canteen.

206
 6. bright
GROUP 3: 7. thick
When you arrived home, you find
8. pleasant
out that your father has just arrived from
the States. 9. wonderf
ul
10. pretty
GROUP 4:
Write 5 sentences about the things
that you would love to do during Christmas 3. Motivation:
D. Independent Practice: Match the phrases under column A
Direction: Put a check (/) on the with the phrases under column B to
blank before each number if the sentence complete the thought.
tells a simple sentence and cross (x) if it is
not. A B
__1. An apple a day a. ..make the
_____1. Big papayas are raised in that farm. air fresh and
_____2. To get a good grade, you must clean
finish your project early. __2. Exercise and proper bkeeps the
_____3. We waited long hours at the bus diet. doctor away.
terminal. __3. Chain-smoking... c. can cause
_____ 4. Every day, I watch the incoming a
ships. lung cancer.
______5. Tricia and Allyson moved and __4. Trees around us... d. make our
removed their furniture. body strong
and healthy.
IV. EVALUATION:
GOLD: Direction: Complete each 4. Presentation:
simple sentence with a compound Have the pupils read the paragraph
predicate. given:

6. Our neighbor _________________. There is a massive drought or

7. The children at the plaza dryness of land in many places of the
_____________________. country. This happened because the El
8. The river behind our house Nio phenomenon has set into the
____________. atmosphere.
9. The trees at the forest
______________. 5. Discussion:
10. Plastics Why is there massive drought or
_________________________. dryness of land in many places of the
country?
TS (Transfer Stage)
1. Drill: Pronunciation drill: Have the pupils read the following
Have the pupils read the sentences: (use the color coding
following contrastive pairs of strategy)
words:
7. The river has become smelly and
/t/ - /d/ filthy because the people kept on
throwing their waste into it.
ten den
time dime 8. Fish in the river die because people
tow do use dynamite in fishing.
grate grade
pat pad What made the river smelly and
filthy?
2. Review: Checking of assignment: What is the effect of throwing
Direction: Write the antonym of the wastes/ garbage in our rivers?
following words: Why do fish die?

207
 What will happen if fishermen use effect. These are so, thus, as a result, and
dynamites in fishing? therefore.

How would you analyze your 8. Application:

answers in questions A and B? A. Guided Practice:
How can you identify the cause of a Direction: Complete the chart.
given situation? Write the cause, the signal word used
How would you analyze your and the effects for each sentence.
answers in questions C and D?
How can you identify the effect of a Cause Signal Word Effect
given situation?
Discuss further. Use the information 6. Today, people know a lot about how
given under REMEMBER. the body works because of centuries of
study.

6. Fixing Skills:
Number the statement 1 if it
happened before (cause) and 2 if it happened 7. Early people had strange ideas about
after (effect). how the body works because they very
little scientific knowledge.
6. _____ Lucille got low grades in Math.
_____ She did not study hard. 8. If we understand our bodies, we can
better take care of them
7. _____ Kyle graduated
valedictorian of his class.
____ He made his parents very proud.
9. Amy is so interested with the human
8. _____ Computers help us a lot in body, therefore, she decided to become
our school work. a doctor.
_____ Information is easy to gather with
just one click of a finger.

9. _____ Mother praised Jamaica. 10. Exercise daily so your body will stay
_____ Jamaica got high grades in her fit and trim.
report card.

10. _____The children jumped for

joy and shouted Hurray!
_____They won in the English B. Independent Practice:
competition. I. Direction: Write your answers in
complete sentence.

7. Generalization: 1. Why are many animals in danger of

What is a cause? becoming extinct?
What is an effect? 2. Why are there heavy traffics in the city?
9. What is the effect of heavy rains?
REMEMBER: 10. What is the cause of landslide in some
CAUSE is the reason why something mountainous areas?
happens. It is a statement that expresses 11. What are the effects of eating balanced
what happened before. There are some diet?
signal words that help you recognize cause.
These are: since, because, when and if. VI. Match the causes in
column A with the effects in
EFFECT is the result or outcome of column B. Write the letter of the
what happened. It is the statement that correct answer.
expresses what happened after. There are A B
some signal words that help you recognize ___1. Jason got f. Business
poor grades in establishments

208
 all subjects in and offices used 10. __________ scampered out of their
the first quarter. power generators way.
___2. Louie was to resume their 11. __________ looked on with
not able to attend amusement.
services.
his classes.
___3. An old g. A big fire B. TS. Direction: Read each pair of
woman fell started from the sentences. Write C before the sentence
asleep unmindful old womans that tells the cause and E before the
of a lighted house. one that tells the effect.
candle on a h. His parents 6. _____The player trained
table. prohibited him vigorously for the contest.
___4. There was _____She bagged the gold medal.
from playing
a power
interruption in computer games 7. _____She became fit and ready for
the entire city and hanging-out competition.
for five hours. with friends. _____She trained long and hard
___5. Father had i. He was absent everyday.
a severe from his work.
headache j. He was not able 8. _____Despite her success, she is sweet
and gentle.
to take the test
_____Most people, especially her
scheduled for neighbors, adore her.
that day.
9. _____The champion made many
IV. EVALUATION: Filipinos proud.
TS. Direction: In each pair of _____She was greeted and cheered by
sentences, which is the cause a huge crowd upon arrival.
and which is the effect? Write C for the
cause and E for the effect. 10. _____She is studying sports medicine.
_____She wants to improve the health
6. _____ Math problems are difficult. condition of the athletes.
_____ Raquel was worried and
unhappy.

7. _____She is not getting enough sleep. LESSON # 8

_____Elise May spends much time
watching TV at night. I. OBJECTIVES:

8. _____She kept her mind in her work.
_____ Pauline turned off her TV set.
9. _____The sea waves were too rough.
_____The fishermen did not go out to
the sea.
10. _____The fisherman was happy.
_____The fisherman made a god catch
last night.
V. ASSIGNMENT:
GOLD: Direction: Complete each
simple sentence with a compound
subject.
7. _______________ lent their bikes.
8. _______________ rode around the
park.
9. _______________waved to us.
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use a variety of sentence as to
structure; compound sentence
4. Form compound sentence.
TS: 5. Recognize words with ph
12. Spell words with ph
VII. Subject Matter:
GLR: Gabi and the Engkanto
GOLD: Forming Compound Sentence
TS: Recognizing Words with ph
Reference: 2002 Basic Education
Curriculum
PELC Speaking 6; Listening:
Dynamic Series in English p. 9
Explore your World through Language and
Literature pp 58 - 61

209
 Language Arts Today p. 14 19 She lived in a humble nipa hut with
Linking the World through English pp. 328 a beautiful garden where different flowers
like santan, gumamela, sampaguita and
Materials: strips of cartolina. Index cards, rosal could be found. Gabi took care of
her plants and flowers by watering them
III. PROCEDURE: morning and afternoon. She also removed
GLR (Genuine Love for Reading) the dry leaves and flowers and trimmed
A. Pre-reading Activities: the branches whenever they had grown
5. Drill: Pronunciation drill: too long.
Have the pupils read the ed in
the following words pronounced as Beside Gabis garden was a swiftly
/ Id/. flowing river. Its banks were lined by great
balete trees. The people believed that
1. demanded Gabis flowers grew beautifully because
2. dedicated the river water had magical powers. The
3. blended spirit of the water, they said, had favored
4. waded Gabi.
5. reported
6. snorted Gabi didnt believe that the river
7. collected was enchanted for she had gone there
8. raided many times and had seen nothing at all.
9. descended
10. painted But the river was truly enchanted.
A river spirit, Engkanto ng Ilog had lived
6. Motivation: there for a hundred years. He watched
Is it important to be beautiful? Gabi silently every day. He could not be
Why? seen as he was invisible.
Which is more important, to be
kind or to be beautiful? Why? One morning, while Gabi was
filling her jug, the river spirit appeared
7. Unlocking of Difficulties: before her and introduced himself. He told
Have the pupils identify the her of his desire to love Gabi as his wife
meaning of the following words: and if she agreed she would have all his
riches. Gabi turned down his offer and
. Enchanted (charmed) told him that she did not need his wealth.
. Orphan Engkanto told her that he would return
. Magical (the unexplained) next summer and would ask for her final
. Invisible (unseen ) answer.
. Vengeful (unforgiving)
Gabi was afraid, closed her eyes
8. Motive Question: and opened them again. The river spirit
Was the Engkanto ng Ilog had become invisible again, so she
vengeful? How? thought it was just a dream.

B. During Reading Activities: The year passed. Gabi had

Have the pupils listen as the teacher
reads the story.
Gabi and the Engkanto
Long ago, there lived a pretty young
woman called Gabriella. Although she was
an orphan and lived alone, she had many
friends. They loved her and called her Gabi
for short.
forgotten about the river spirit. She was
too happy taking care of her garden. When
summer came, the Engkanto appeared to
her once more. She still refused to marry
him and said, I am very sorry but I
cannot go with you. I do not love you!
The Engkanto was so angry that he turned
her into a gabi plant so that no one else
could have her. He said, Because your
heart is hard and stubborn, I will deny you
the blessings of my river and your leaves
will never get wet. He told Gabi that she
will forever remain a plant unless her

210
heart turns soft and she decides to marry
him.
GOLD (Grammar, Oral,
-Adapted by Jasmine Roshua Cupcupin Language Development)
from Marla Yotoko Chorengels Gabi and the
Engkanto
9. Drill: Pronunciation drill:
Have the pupils read the following
CT. CRITICAL THINKING phrases after the teacher.
C. Post Reading Activities:
1. Answering the motive question: 11. night and day
Was the Engkanto ng Ilog 12. ice cream and cake
vengeful? How? 13. bread and butter
(Yes, because she turned Gabi into a 14. touch and go
gabi plant so that no one else could have 15. push and pull
her.) 16. by hook or by crook
17. rich or poor
2. Comprehension Check: 18. coffee or milk
a. Who is the main character in the 19. black or white
story? 20. take it or leave it
b. How did Gabi take care of her
garden? 10. Review: Checking of assignment
c. What was the peoples belief about Direction: Complete each simple
Gabis beautiful garden? sentence with a compound subject.
d. Did Gabi believe them? Why?
e. Who was the river spirit? What did he 6. __________lent their bikes.
offer Gabi? 7. __________rode around the park.
f. Did Gabi accept the Engkantos offer? 8. __________waved to us.
Why? 9. __________scampered out of their
way.
10. __________looked on with
3. Engagement Activities: amusement.
Have the pupils perform the
following activities under time limit. 11. Motivation:
When can we say that a sentence
GROUP 1: LIGHTS, CAMERA, can stand alone?
ACTION!

What part in the story did you like 12. Presentation:

best? Make a script and dramatize it Have the pupils read the following
before the class. sentences.

GROUP 2: I WRITE A SONG! d. They loved her and they called her
Gabi for short.
Identify the lesson of the story e. I am very sorry but I cannot go
and compose a song that tells the with you.
moral lesson of the story. Prepare to f. You will marry me or you will
sing your song to the class.
forever remain a plant.

GROUP 3: WRITE ME A LETTER! 13. Discussion:

What two sentences joined the first
Choose your most liked
character or most disliked character sentence?
and write a letter to the character Does each sentence convey one
expressing your feelings to him/her. complete idea?
What word joined the two
GROUP 4: WRITE ME A POEM sentences?
How do you call and, or, but?
Describe Gabis attitude. Make a What form of sentences are these?
poem describing her.

211
 Discuss further what a compound
sentence is. Use the concept under
Remember.
14. Fixing Skills:
A. Direction: Write YES on the blank if the
sentence is a compound sentence and
then underline the two independent
clauses. Write NO on the blank if the
sentence is not a compound sentence.
_____1. Mount Pinatubo erupted in
1991 but I was not in the
Philippines then.
_____2. She cajoles everyone to get up
to read a poem or recall favorite
stanzas.
_____3. Tess read the poem I Know
Why the Caged Bird Sings and
blew us away.
_____4. Manila looked mysterious from
the 40th floor and she wanted to
paint its beauty on canvas.
_____5. My Mother prepared the meal
and set the table.
B. Direction: Fill in the blank with the
needed conjunction to complete each
compound sentence.
6. You have to come early _____ you will
be marked late.
7. They need to cooperate with us _____
they will be reprimanded.
8. I am a Filipino ____ I am willing to die
for my country.
9. I saw the movies several times ___ I still
love to watch it.
10. I love to eat a lot ____ I have to watch
my weight.
15. Generalization:
What is a compound sentence?
REMEMBER:
Sentences can also be compound. A
compound sentence contains two
sentences joined by a comma and the
words and, or, and but known as
coordinating conjunctions.
And is used to show addition.
But is used to show contrast.
Or is used to show choice.
You can form compound
sentences by joining two or
more independent clauses or
complete sentences. Each
sentence that makes up the compound
sentence has a subject and a predicate
of its own.
16. Application:
Guided Practice:
Direction: Form a compound
sentence from the given simple
sentence by using the appropriate
conjunction.
6. The lights dimmed. The audience
became quiet.
7. The beginning was too boring. The
music was too loud.
8. Lightning flashed all night. It
didnt rain.
9. Uncle Mario didnt see the snake.
He would have jumped back.
10. Romeo wants to build his model
house. He has no place to work on
it.
B. Independent Practice:
Direction: Match the sentences in
Column A and B to make a
meaningful compound sentence.
A.
1. Daddy took me to a skating rink (b)
2. Some men cleaned the school building.
(d)
3. Newspapers inform us about a lot of
things. (a)
4. Cute little girls danced gracefully. (c)
5. Classes will start on June 9 (e)
B.
a. and readers enjoy reading them.
b. and I skated for two hours.
c. and the crowd applauded their number.
d. and their wives helped them happily.
e. but we are still not ready.
IV. Evaluation:
B. GOLD: Direction: Combine each
pair of sentences to form a
compound sentence.
6. Father goes fishing often. He doesnt
like to eat fish.
7. Lino picked up his things. He ran for
the bus.
8. Volleyball is fun. It is a good exercise.
212
 9. The amusement park was open. The
children were lining up for the rides. Psalm 126:2
10. The mouse saw the cat. The cat didnt We are filled with laughter
see her. and we sang for joy
And the other nations said,
What amazing things the LORD has
TS. Transfer Stage done for them.
8. Drill: Pronunciation drill:
Have the pupils read Psalm 98:6
the given tongue twister:
With trumpets and the sound
A big blue bug bit the bold bald bear of the ram horn make a joyful
And the bold bald bear bled blood symphony
badly. before the LORD the King!

9. Review: Checking of assignment: Psalm 139:20

Direction: In each pair of sentences,
which is the cause and which is the They blaspheme you your enemies
effect? Write C for the cause and E for take your name in vain.
the effect.
Psalm 146:9
1. _____ Math problems are difficult.
_____ Raquel was worried and The LORD protects the foreigners
unhappy. among us,
He cares for the orphans and the
2. _____She is not getting enough widows
sleep. Psalm 89:19
_____Elise May spends much time You once spoke in a vision to your
watching TV at night. prophet and said,
I have given help to a warrior. I have
3. _____She kept her mind in her work. selected him from the common people
_____ Pauline turned off her TV set. to be King.
4. _____The sea waves were too rough. Psalm 118:16
_____The fishermen did not go out
to the sea. The strong right arm of the LORD
Is raised in triumph. The strong
5. _____The fisherman was happy. right arm of the LORD has done glorious
_____The fisherman made a god things!
catch last night.

3. Motivation:
How do you call a story of ones life,
his present and past experience, dreams or 5. Discussion:
plans or ambitions? (biography)
Study the underlined words,
what do you notice?
4. Presentation:
Answer: They are words that have
Show the psalms printed on cartolina
consonant combinations and
strips
sounded the same when read. They
Read the psalms emphasizing the words
are sounded as /f/ when read.
with gh and ph sounds

Psalm 131:1 What are the consonant combinations

Lord my heart is not proud;
my eyes are not haughty
I dont concern myself with matters
too great or awesome for me.
in these words?
Answer: They are ph and gh.
Read the words together. (Note mouth
movement while reading to assure
correct pronunciation.)

213
 1. roughness 1. cough
Demonstrate the correct position of the 2. toughness 2. tough
tongue to stress the sound /f/. 3. laughable 3. rough
4. laughing 4. enough
haughty blaspheme 5. coughing
triumph laughter
orphans right 6. Fixing Skills:
symphony prophets Guess the key words based on the
meanings given using configuration
Study the words further. clues.

What two words from the Psalms do not 2. a cause of merriment

sound /f/ when read?
- haughty and right
How are they read?
- they are read with silent /gh/
3. a musical composition as in
Focus on the words with /ph/ and /gh/ orchestral sonata
sounded as /f/.
Go back to the given words note the
positions of /gh/ and /ph/.

Group the words under the proper 4. to speak or address with

column. irreverence
medial gh final ph medial ph

laughter triumph symphony

blaspheme orphans prophet
5. children deprived by the death of
Give more examples of words with ph one or both parents
and gh sounded as /f/ when read.
Enable pupils to group words included
in the initial ph, medial ph and final ph
with words having medial gh and final
gh. 6. one of the writers of the prophetic
(In this activity, give pupils time to list books in the old testament
five related words independently. Pupils are
grouped and are encouraged to share
words. A group picks best-three words and
explains to class. This is called FIVE-
WORDS-THREE-WORDS interactive 7. the joy or exultation of victory or
strategy.) success
Examples:
Initial ph Medial ph Final
ph

1. phantom 1. graphical 1. graph Answer Key: 1) laughter 2) symphony

2. pharmacy 2. aphids 2.
telegraph 3) blaspheme 4)
3. phase 3. morphine 3. orphans
pictograph 5) prophet 6) triumph
4. Philippines 4. Paraphernalia 4.
monograph 7. Generalization:
5. philosophy 5. paraphrase 5. How are two consonants
paragraph in sequence or digraph ph pronounced?

Medial gh Final gh REMEMBER:

214
 The two consonants in sequence or 12. It is important that a beginning
digraph ph is pronounced as /f/. reader should have
Phonetics analysis of a word helps us awareness.
to understand the meaning of a word. 13. An earthquake is a natural that
Some words have consonant we can hardly predict.
combinations which are sounded the 14. Those are the only
same when read but their spelling are souvenirs of the grand reunion.
different. 15. Do you agree that our country, the
Example: ph and gh are sounded , is the Pearl of the Orient
as /f/ Seas?
Some words show irregularity in 16. exercises help us
spelling. pronounce the words correctly.
Example: words with augh and ough. 17. When I go to college, I will take up
, Arts and Letters.
8. Application: 18. He is as as a warrior
A. Oral Practice: when he is faced with problems.
Have the pupils read the 19. His and colds terribly
following words correctly. trigger his headache.
20. The and rocky road
ph said as f caused the car engine to stop.
hyphen sapphire
siphon phosphorus Answer Key:
phenomenon phlegm 1. paragraph 2. phonemic
physics pamphlet
phonetic headphone 3. Catastrophe 4.
phosphate mimeograph photographs
ophthalmology photogenic 5. Philippines 6. Phonetic
orphanage hemophilia
7. Philosophy 8. tough
B. Use the words given to complete the
following sentences: 9. cough 10. rough

a. philosophy IV. Evaluation:

b. biography TS. Direction: Write the
c. geography word with ph described
d. phantom or defined.
e. phony
6. a group of related sentences.
6. When I read the _______ of Dr. Jose _ _ _ _ _ _ _ ph
Rizal, I was convinced that he
deserved to be called our national 7. a group of words.
hero. ph_ _ _ _
7. A social workers ______ in life is to
serve others. 8. another word for picture, usually
8. Our lesson in _______ is about the shot by camera.
provinces in Luzon. ph _ _ _ _ _ _ ph
9. That clown is a _______ because he
is not the real one. 9. a persons own handwriting
10. Carmela enjoyed watching the signature.
movie, _________ of the Opera. _ _ _ _ _ _ _ ph

C. Complete each sentences by filling in 10. anything appearing or observed,

the blank with the appropriate word especially one having scientific
using ph or gh. interest.
ph _ _ _ _ _ ph _
11. Organize your sentences well so that
you can make a good . V. Assignment:

215
 A. GOLD. Direction: Combine the Have the pupils read the words
following simple sentences into a with initial, medial and final /p/
compound sentence using conjunctions sound.
and, or and but.
6. The book was funny. It was exciting.
7. The cat needed excitement. He became Initial
bored. 6. pacify
8. Maz had adventures. He always escaped. 7. panic
9. The cat could go to the right. He could 8. pastor
go to the left. 9. petite
10. He was brave. He was also intelligent. 10. passion
Medial
B. TS. Direction: Use the following words 6. rampant
with ph in meaningful sentence. 7. stipend
8. trample
6. paragraph 9. nepotism
7. philosophy 10. participle
8. biography Final
9. phrases 6. bleep
10. geography 7. shape
8. creep
9. shop
10. soup
LESSON # 9
2. Motivation:
I. OBJECTIVES: Have you seen a lion?
Show a picture of lion.
GLR: 1. Enjoy listening to a story Have the pupils describe the
CT: 2. Answer questions from the story lion.
listened to.
GOLD: 3. Use a variety of sentence as to 3. Unlocking of Difficulties:
structure; complex sentence Have the pupils read the
4. Form complex sentence. clues then arrange the following
TS: 5. Tell the key concept implied. jumbled letter to form the correct
word.
III. Subject Matter:
The King of Beasts and His Three a. bsetas ( The Lion is called the King
Advisers of ______ because he is big and
Forming Complex Sentence strong.)
Telling the Key Concept Implied b. bleatiirr (The Lion had an ____
mood because his wife told him
Reference: 2002 Basic Education that he had a bad breath.)
Curriculum c. nuplaesnat (The Queen Lioness
PELC Speaking 6; PELC Reading 4 said that the Lion has the most
Explore your World through Language and unpleasant smell.)
Literature pp 58 - 61
Language Arts Today p. 14 19 4. Motive Question:
Linking the World through English pp. 284 Why were the animals afraid of the
lion?
Materials: strips of cartolina. Index cards,
B. During Reading Activities:
III. PROCEDURE: Have the pupils listen as the teacher
GLR (Genuine Love for Reading) reads the story.
A. Pre-reading Activities:
1. Drill: Pronunciation drill: The King of Beasts and His Three
Advisers

216
 The lion is called the king of beasts. He
is big and strong. So, the animals are afraid
of him. But not his wife, Queen Lioness.
One morning, the king of the forest was
in an irritable mood. His wife, the Queen
had said something he did not like. Queen
Lioness ha told King Lion that his breath
was most unpleasant. So King Beast called
the animals. First, he called the sheep.
Friend Sheep, he roared, opening
wide his big mouth, would you say that my
breath smells unpleasant?
Believing that the lion wanted an honest
answer, the sheep gave it, and the king of
beasts bit off her head for a fool.
King Lion was very angry. He roared
and called the goat. Mr. Goat, tell me the
truth. Do I have a bad smell? Do I have a
bad breath?
The goat saw the sheeps meat and
bones. He was afraid of the lion. So the goat
said, Why, your Majesty, you have a breath
as sweet as roses in the garden.
Before he could finish, the goat was
torn to pieces. I do not like liars, roared
the King Lion.
At last, the lion called the horse. The
horse walked slowly. He looked sick. He
coughed and coughed.
Friend Horse, tell me the truth. Queen
Lioness says that I have a bad breath. She
says I have a bad smell. Is it true?
The horse coughed and coughed. Then
he said softly, King Lion, I have a bad
cold. It rained hard while I was carrying
crops for my master. I think I also have a
head cold. So, I cannot smell at all. I am
sorry, I cannot answer your question.
King Lion nodded his head, Go home
and rest. Get well soon.
CT. CRITICAL THINKING:
12. Post Reading Activities:
1. Answering the motive question:
Why were the animals afraid of the
lion?
2. Comprehension Check:
Have the pupils answer the
following questions:
g. When did the lion roar loudly?
h. Why was the lion very angry?
i. What did the sheep tell the lion?
j. Why did the sheep give an honest
answer?
k. Why did the goat tell a lie?
l. Who among the animals did the
right thing?
3. Engagement Activities:
Have the pupils perform the
following activities under time limit.
GROUP 1: LIGHTS, CAMERA,
ACTION!
What part in the story did you like
best? Make a script and dramatize it
before the class.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
GROUP 3: WRITE ME A LETTER!
Choose your most liked
character or most disliked character
and write a letter to the character
expressing your feelings to him/her.
GROUP 4: WRITE ME A POEM
Describe the Lions attitude. Make
a poem describing him.
GOLD: Grammar, Oral,
Language Development
7. Drill: Pronunciation drill:
Have the pupils read the following
phrases:
11. a blue boat
12. a beige and brown bag
13. barbecue party in the basement
14. big beetle bites
15. bathe in the bubbling brook.
16. a bunch of babbling babies
17. burst into sobs
18. a blue ribbon
19. a bundle of barbecue sticks
20. the blonde and beautiful boarder
217

8. Review: Checking of assignment
Direction: Combine the following
simple sentences into a compound
sentence using conjunctions and, or and
but.
6. The book was funny. It was exciting.
7. The cat needed excitement. He
became bored.
8. Maz had adventures. He always
escaped.
9. The cat could go to the right. He
could go to the left.
10. He was brave. He was also
intelligent.
9. Motivation:
What kind of media and technology
do you use?
A. Direction: Underline the
independent clause once and the
subordinate clause twice.
6. Norie asked where we could buy a
cheaper imitation of your bag.
7. Although Sally did not pass the
test, she still hoped to pass the
subject.
8. If you are truthful, others will
respect you more.
9. June is the month when we
celebrate Independence Day.
10. The book which I read taught me a
lesson about friendship.
B. Direction: Supply the appropriate
conjunction for each sentence. Choose
from the given conjunction inside the
box.

10. Presentation: 1. I did not receive the bag ___ you

Have the pupils read the following
sentences:
a. News travel fast / so there will be more
efficient communication.
b. The computer stores have all the new
computer games / which we all
enjoyed.
11. Discussion:
Which of the two clauses in sentence
# 1 express a complete thought? Which
is not?
How do we call a clause that can
stand on its own?
What two clauses made up the
second sentence?
Which can stand alone? Which
cannot?
What form of sentence are these?
Have the pupils read the sentence
given:
As she waited for Ana, she paced
around the room.
What is the part that can stand on its
own as a complete sentence?
What part does not give a complete
thought?
Discuss further.
12. Fixing Skills:
bought in Hongkong.
2. They were already quarrelling ____
you arrived.
3. We went shopping at the mall ____it
was still too early to go home.
4. ____ I will spend my vacation is
none of your business.
5. _____ she is underage, she was
allowed to watch the adult movie.
before since
which where
although
7. Generalization:
What is a complex sentence?
How do we form a complex
sentence?
REMEMBER:
A complex sentence is a sentence that
is made of one independent clause and
one or more subordinate clauses. An
independent clause is a complete thought
that can stand on its own. It is a complete
sentence in itself. A subordinate clause,
on the other hand, cannot stand on its own.
It does not express a complete thought.
Some common subordinating
conjunctions are used to introduce the
subordinate clause. These are:

218
 after before though 6. The brain, which is located in the
although if unless skull, is part of the nervous
because as until system.
whenever where since 7. What he did to me will not be
whereas than when taken against him.
wherever 8. I did not receive the bag which
you bought in Hong Kong.
Example: 9. They were already quarrelling
It had been this way since her husband before you arrived.
(Independent clause) (subordinate clause) 10. The king who treats his
had left them. subordinates with respect is well-
loved by everybody.
8. Application:
A. Guided practice: TS. Transfer Stage:
Direction: Underline the dependent 2. Drill: Pronunciation drill:
clause. Circle the subordinating Have the pupils read the
conjunction; box the simple subject and following words correctly:
the predicate verb of each dependent
clause. Words with stress on the first syllable
6. Since Liza was totally blind, her A*sia BAN*dit
achievements in school could be METH*ane BEA*con
considered extraordinary. FAM*ine CUR*few
7. Life isnt easy when your vision is COT*tage DE*pot
impaired. HUS*band LAV*ish
8. When she was in high school, Lizas GOB*let AD*vo-cate
classmates elected her president of LIB*er-ty MEM*o-ra-
the class. ble
9. Because she was brilliant, she
graduated valedictorian. 2. Review: Checking of assignment
10. Before she went to college, Liza Direction: Use the following words
spent summer as a music and with ph in meaningful sentence.
dramatic counselor.
6. paragraph
B. Independent Practice: 7. philosophy
Direction: Underline the independent 8. biography
clause. Supply the appropriate 9. phrases
conjunction for each sentence. 10. geography
6. The cake _____ you baked makes 10. Motivation:
my mouth watery. How do we communicate with
7. The woman ______ car was other people?
carnapped was crying the whole day. Is it important to communicate
8. I admire beautiful girls ______ I am with them?
a lover of beauty.
9. The jacket ______ you bought is too 11. Presentation:
thick. Have the pupils read the
10. ______ I know about you will not paragraph given. Let them identify
affect your candidacy. the key concept.
Evaluation: Communication is derived from the
A. GOLD; Direction: Underline the Latin word communis which mean
independent clause in each commonness. It is the process of
sentence once and twice the transmitting knowledge, ideas, information,
subordinate clause. Box the attitudes, feelings and the like. There are
conjunction used. numerous meanings but the essence in only
one. It is the transmission or exchange of
messages.

219

12. Discussion:
What is the key concept implied in
the sentence?
What are the details that support the
key concept?
Have the pupils fill in the story
frame with details about the selection.
Title: ________________________
Key concept: ___________________
Supporting details:
________________________________
________________________________
_____________________________
13. Generalization:
What is a key concept?
Where can we find the main idea or
the key concept?
REMEMBER:
The main idea or the key concept is the
central thought of a paragraph. All the
sentences in the paragraph develop it.
Without a main idea, the paragraph would
just be a confusion of sentences. All the
sentences in the paragraph should develop
the main idea.
The key concept of the paragraph can be
found in the beginning, in the middle or at
the end of a paragraph.
14. Application:
Direction: Read the following group of
sentences. Identify the key concept
implied in the sentence.
1 Castro who is our principal.
We are very special and unique
creations of God. We are gifted with the
power to think and the ability to
communicate. Because of these, we are
superior to the other creations of God.
Our achievements and accomplishments
in life are made through effective
communication.
2
220
In our everyday life, we encounter
many problems. If we are able to
discuss our problems with someone,
we feel relieved even if the problem is
not yet solved. We always feel the need
to unload our burdens on people
whom we trust. Communication is
curative and s also a medium to
maintain our good health.
IV. Evaluation:
B. TS. Direction: Read the
paragraph and determine its key
concept and the details that support the
key concept.
The communication process is the
change that takes place in the course of its
doing. It is a process that can be
compared to life. It keeps on changing and
never stays as is. The words keep on
multiplying each day.
Title: ________________________
Key concept: ___________________
Supporting details:
________________________________
________________________________
_____________________________
IX. Assignment:
A. GOLD. Direction: Pick out the
independent clause and the
subordinate clause in each
sentence. Write your answers in the
table provided.
6. We went shopping in the mall since
it was still too early to go home.
7. I must stay here until my daddy
returns.
8. Where the fire originated is not yet
known.
9. She narrated everything to Mrs.
10. He completed several projects
when he was still the president of
Science Club.
Independent Clause Subordinate Clause
1. 1.
2. 2.
3. 3.
4. 4.
 5. 5.
B. TS.
Direction: Read each paragraph. State
the key concept or implied main idea.
A full moon appears in the
1.
horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
a. The moon is bigger than the sun.
b. The moon changes its shape.
c. The moons size seems to change.
2.
Stars that are old burn out. Other stars
explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
d. Stars have a star life.
e. Stars can be seen in the sky.
f. Exploding stars are new
stars.
LESSON # 10
I. OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use direct and indirect discourse.
4. Report direct to indirect
discourse.
TS: 5. Write from dictation
II. Subject Matter:
GLR: Bullawong
GOLD: Reporting Direct Discourse
to Indirect discourse
TS: Writing from Dictation
Reference: 2002 Basic Education
Curriculum
PELC Speaking 6.1; PELC Reading 5
Milestone in Reading 6 p.176
Explore your World through Language and
Literature pp 58 - 61
Language Arts Today p. 14 19
Linking the World through English pp. 284
Materials: strips of cartolina. Index cards,
III. PROCEDURE:
221
GLR (Genuine Love for Reading)
A. Pre-reading Activities:
a. Drill: Pronunciation drill:
Have the pupils read the following
verse drill correctly:
The flower girl caught the brides bouquet,/
Oh, no!/ cried her old-fashioned Aunt May
Oh yes!/ laughed the chief/ as he ate the
chefs buffet.//
Then the flower girl tossed the brides
bouquet./
To the disbelief of her Aunt May,/
Into the soup bowl/ in the middle of the chefs
buffet.//
2. Motivation:
How do rivers and other bodies of
water serve us?
3. Vocabulary Development:
Have the pupils know the meaning
of the following words.
Spoke swift
Strong rushing
Wild rest
4. Motive Question:
What were the things that Bullawong
did for the boy?
B. During Reading Activities:
1. Have the pupils listen as the
teacher reads the story.
Bullawong
Bullawong was a river, a very wide
brown river in a very hot country.
One day, a little brown boy was
walking by the river and he sang this song
as he walked along.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go
along.
Bullawong then spoke, and he said,
Are you hot, boy?
Yes, I am very hot. said the little
brown boy.
Then dive into my water, said
Bullawong. So the boy dived into the
waters of the river Bullawong.
Do you like my water? asked the
river.
Yes, said the little brown boy,
your waters are swift and cool. And he
swam about and sang.
 Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong then spoke, and he said,
Are you hungry, boy?
Yes, I am hungry, said the little
brown boy.
Then, I will send you fish. Look in
front of you and you will see a pool with
many silver fish.
So the little brown boy looked in front
and in the pool, he saw a silver fish and he
ate it.
Do you like my silver fish? asked
the river.
Yes, said the little brown boy. It was
very good. And he swam about and he
sang.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullalwong then spoke, and he said,
Are you thirsty, boy?
Yes, I am thirsty, said the little
brown boy.Then, I will send you water to
drink. Look to the right bank, and you will
see a crystal stream that flows into my
waters.
So the little brown boy looked to the
right, and he drank of the crystal stream.
Do you like my crystal stream? asked
the river.
Yes, said the little brown boy, it is
clear and fresh. And he swam about and
sang.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong then spoke, and he said,
Are you strong, boy?
Yes, I am very strong, said the little
brown boy.
Then I will send you waves to fight.
Look behind you and you will see wild
waves rushing at you.
So the little brown boy looked behind,
and he dived into the waves and broke them.
Do you like my waves? asked the
river.
Yes, said the little brown boy, they
are wild and rolling/ And he swam about
and sang.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
222
I will sing you a song, as I go along
Bullawong then spoke and said,
Are you tires, boy?
Yes, I am very tired, said the little
brown boy.
Then I will find you a cradle. Look
to the left bank and you will see a boat
tied up by the tree.
So the little brown boy looked to the
left bank and he climbed into the boat and
lay down to rest.
Do you like my boat? asked the
river.
Yes, said the little brown boy, it
is very pleasant. And he closed his eyes
and sang.
Bullawong, Bullawon,
I will sing you a song, as I go along
Bullawong, Bullawon,
I will sing you a song, as I go along
And the boy was fast asleep, and the
boat rocked him to and fro, to and fro, to
and fro.
C. Post Reading Activities:
1. Answering the motive question.
What were the things that
Bullawong did for the boy?
2. Comprehension Check:
Have the pupils answer the
following questions:
5. What kind of relationship did the river
Bullawong and the boy have?
6. In your opinion, what kind of river was
Bullawong?
7. If you were the boy, what would you
ask from the river?
8. If you were Bullawong, would you
give what the boy needs? Why?
3. Engagement Activities:
Have the pupils perform the
following activities under time limit.
GROUP 1: CERTIFICATE OF
RECOGNITION
Describe Bullawongs attitude.
Make a certificate of recognition for
him.
GROUP 2: I WRITE A SONG!
Identify the lesson of the story
and compose a song that tells the
moral lesson of the story. Prepare to
sing your song to the class.
 Voters from the village are omnivorous;/
Group 3 Varsity volunteers are vigorous.//
Episodal Web:
Complete the episodal web with 7. Review: Checking of assignment:
details from the selection. Direction: Pick out the
independent clause and the subordinate
Where was the boy clause in each sentence. Write your
walking one sunny day? answers in the table provided.

6. We went shopping in the mall since

it was still too early to go home.
7. I must stay here until my daddy
returns.
8. Where the fire originated is not yet
known.
9. She narrated everything to Mrs.
How did the story end? What did Castro who is our principal.
Bullawong ask 10. He completed several projects
the boy? What when he was still the president of
was his reply? Science Club.
Bullawong
8. Motivation:
How do we know todays weather?
Who announces the weather
forecast?
What other things did What did Bullawong
Bullawong do for the first do for the boy?
9. Presentation:
Boy?
Have the pupils listen to a weather
forecast:
Group 4
Good evening, Philippines. This is
Sequencing Events:
your friendly weather forecaster, Kuya
In the blanks, write numbers 1 5 to
Kim.
show the correct order of the events in the
story.
Storm Caloy is expected to reach
the Philippine Area of Responsibility
_____a. Bullawong noticed that the boy
by early tomorrow morning. It is
looked hungry; the river gave him
moving 110 km/hr and headed towards
something to eat.
the direction of Central Luzon.
_____b. One day, a boy was walking by the
river Bullawong.
Storm Signal Number 2 is up in
_____c. The boy was thirsty; the river gave
Central Luzon Pampanga, Bulacan
him water to drink.
and in Metro Manila.
_____d. Bullawong noticed that the boy
looked tired and gave him a boat to
Residents of low-lying areas are
lie in and sleep.
advised to be alert for any eventuality.
_____e. Bullawong noticed that the boy felt
Necessary precautions should be taken
hot. The river invited him to for a
to prevent a disaster from happening.
swim in it.
Classes in the elementary and high
GOLD (Grammar, Oral, school levels, both private and public
Language Development) are suspended.
6. Drill: Pronunciation drill:
Have the pupils read the verse drill 10. Discussion:
given: Have the pupils read the following
sentences included in Kuya Kims
Voters from the village are nervous;/ weather forecast.
Varsity volunteers are mischievous,/

223
 Storm Caloy is expected to reach
the Philippine area of Responsibility
by tomorrow morning.

Residents of low-lying areas are 7. Application:

advised to be alert.
A. Guided Practice:
What kind of sentences are these? Have the pupils group themselves
What are the exact words of the into three. Have them perform the
speaker? following activities:
What punctuation mark is used in
Group 1:
order to show the direct words of the Direction: Change the following direct
speaker? discourse into indirect. Begin your
sentences with He/She.
If these statements are to be
reported: 6. Ill be late to class again.
7. We won the contest.
Kuya Kim said that Storm Caloy was 8. The boys are tired.
expected to reach the Philippine Area 9. Earth is smaller than Jupiter.
of Responsibility by tomorrow morning. 10. Gold is heavy.

He said that residents of low-lying areas Group 2:

were advised to be alert. Direction: Change the following direct
discourse into indirect.
What happened to the direct statement of
the speaker? 4. Its so noisy that I cant hear you
What phrase was used to introduce the complained, Liza Dolly said.
reported statement? 5. Aunt Beth said, The party will be
What were the changes made? tomorrow.
What happened with the quotation 6. The sun is the source of all
energy, Mrs. Santos said.
mark?
Discuss further.

6. Generalization:
How do we change the direct Group 3:
discourse to a reported statement/indirect Direction: Read the dialogue. Change
discourse? the following direct discourse into
indirect.
REMEMBER:
In changing statements to Faye: What are you reading?
reported statements: Adriele: Im reading an article about
the coming election in the
5. Use said that to introduce the Philippines.
statement. Faye: It will be the first time of the
Ex. Kuya Kim said that. Filipinos to use the Automated
Election.
6. Change the verbs to past form. Adriele: They are very excited
Ex. said that Storm Caloy was. although there are threats of failure of
election and massive cheating.
7. Change the pronouns. Faye: I hope this will be a successful
He/him refers to a boy/male election.
She/her refers to a girl/female Adriele: And I hope no one will try to
They/them- refers to more than foil the election.
one person.

8. Drop the quotation marks. ().

B. Independent Practice:
5. Rearrange the order of the words
in the sentence.
224
 Direction: Read the following
sentences. Change these direct
discourses to indirect.
6. The teacher said, The Philippines
lies north of the equator.
7. Flowers of different colors make a
garden beautiful, Allyson said.
8. Gasoline is a fuel, Mr. Francisco
said.
9. Our gardener trims the plants and
grasses everyday, Ashkelon said.
10. The smell of roses relaxes me at the
end of the day, Dra. Pedraza said.
IV. Evaluation:
GOLD: Direction: Change
the following direct discourse to
indirect.
6. Tito said, You can stay with us on
weekends.
7. Mr. Alvin Diaz said, I come from a
well-to-do family.
8. We have lots of work to do, said
Mother.
9. Jahzeel said, I dream of touring
Australia.
10. My grandmother said, May God be
with you always, Francesca.
TS. Transfer Stage:
8. Drill: pronunciation
drill: Have the pupils
recite the given tongue twister:
Lily Lee listens to lessons
As Lily Lee listens to lessons
She licks her lips and lists down
The list that she hears
from her teachers lips
Thats the least feat that
she feels she can before getting ill.
9. Review: Checking of assignment:
Direction: Read each paragraph. State
the key concept or implied main idea.
1. A full moon appears in the
horizon. After a few hours, it is
overhead. Now, the moon has become
smaller.
a. The moon is bigger than the
sun.
b. The moon changes its shape.
c. The moons size seems to
change.
2.
Stars that are old burn out. Other stars
explode into a cloud of dust and gases.
These stars that explode are called
supernova. They can still be seen in the
sky.
a. Stars have a star life.
b. Stars can be seen in the sky.
c. Exploding stars are new stars.
10. Motivation:
How do you write from dictation?
11. Presentation:
Have the pupils read the paragraph
given:
Nora was an ordinary student with
ordinary looks and talents. She wished
she were a gorgeous and highborn
princess. She also wished that she
could perform an absorbing
monologue in a play. But she is
ordinary, too ordinary for anything
extraordinary. She decided to try
sports. She joined the try-out. Nora
felt awful. She could not be gorgeous
and highborn princess. She could not
even be a sportswoman. Fortunately,
the supportive warm orchestra
conductor took her in to play cymbals.
Nora was thankful that, at last, she
belonged to an organization.
12. Discussion:
How was the paragraph written?
How did we start the first sentence
of the paragraph?
Did we use the correct punctuation
mark and capitalization?
Discuss further.
13. Generalization:
How do we write a paragraph from
dictation?
REMEMBER:
In writing a paragraph from a
dictation, indent your paragraph. Use
correct punctuation mark and
capitalization. Write legibly and neatly.
14. Application:
Have the pupils write the
paragraph that the teacher will dictate.
225

Fathers father, my worthy
grandfather, lives farther down the
southern part of the town. Mother
wants my grandfather to join a
brotherhood of weathermen up north.
But grandfather thought that it isnt such
a worthy idea. So they decided to have a
family gathering instead of going out of
the town.
IV. Evaluation:
TS. Direction: Have the pupils write the
paragraph to be dictated by the teacher.
GOLD: Using indefinite pronouns
TS: Writing the main idea of a
paragraph read that is explicit or implied
Reference: 2002 Basic Education
Curriculum
PELC Speaking 7; 7.1;PELC Reading 8
Milestone in Reading 6 p. 205
Explore your World through Language and
Literature pp 58 - 61
Across the Border Through Language p.
57
Linking the World through English pp.
284

Have you heard of Benjamin Materials: strips of cartolina. Index cards,

Franklin? He was a great American. He
helped our country to become free. Did III. Procedure:
you know he invented many things? The GLR (Genuine Love for Reading)
lighting rod and a heating stove were A. Pre-reading
two of them. Activities
1. Drill: Pronunciation drill:
V. Assignment: Have the pupils read the verse
A. GOLD: Change the following drill given:
discourse to indirect. She pinched the cake/
And got pinched in turn,//
1. The young boy said, I saw a rainbow in She nibbled the nuts/
the sky. And overturned the bowl;/
2. Jane said, Lea Salonga and Martin Her mother punished her,/
Nievera are really great performers. She screamed and sobbed;/
3. Mon said, Everything will turn out Her mother ignored her./
right, Liza. She mended her ways.//
4. Zaldy said, Intramurals will be held
from February 18 to 22. 2. Motivation:
5. The schools fund raising project was a Have you done something
big hit! said the director. without thinking of the
consequences? Cite examples as
the following:

a. Crossing a street without

first looking right and left
b. Swimming in a
LESSON # 11 deep river
c. Playing with a
sharp object
I. OBJECTIVES:

GLR: 1. Enjoy listening to a story Have the pupils relate their

CT: 2. Answer questions from the story experiences
listened to.
GOLD: 3. Use indefinite pronouns. 3. Unlocking of Difficulties
4. Use the verb that agrees with the Identify the meaning of the
indefinite pronoun. words/phrases through body
TS: 5. Write the main idea of a paragraph language.
read that is explicit or implied
a. hind legs
II. Subject Matter:
GLR: A Fox in the Well
b. fore legs

226

c. leap
d. without the second thought
4. Motive Question:
Why do you think the goat
believed the fox? Explain
B. During Reading
Activities:
Have the pupils listen as the teacher
reads the story.
THE FOX IN THE WELL
A fox once fell into the well.
He tried to jump out but each time he
did, he fell back down.
By and by a goat passed by.
Looking into the well, he saw the fox.
Hello, he called. What are you doing
down there?
Drinking some water, of
course! replied the fox. Is it good?
asked the goat.
Good? Its the best water I
ever tasted in my whole life,
answered the fox, drinking a gulp of
water.
Without a second thought, the
goat jumped in. After drinking some
water, he looked about for a way to
get out of the well. How do we get
out of here? he asked the fox.
I know what we can do, said
the fox, looking at the goat from the
corner of his eye. Stand on your hind
legs. Plant your forelegs firmly against
the side of the well. Ill climb on your
back, and Ill step on your horns. Then
I can get out. When Im out, Ill help
you get out, too.
Thats a good idea! said the
goat happily as he did what the fox
told him to do.
The fox climbed on the goats
back and horns. Then he jumped out
of the well and started on his way.
Hey! shouted the goat. Help
me out of here. You promise to help
me.
You silly goat, said the fox.
You should have thought of that before
you jumped in. Next time, look before
you leap.
C. Post Reading Activities:
227
1. Answering the motive questions.
Why do you think the goat
believed the fox? Explain
CT. Critical Thinking:
3. Comprehension Check
1. Where did the story happen?
2. Who fell into the well? Who
jumped into the well?
3. Why do you think the goat
believed the fox? Explain.
4. Whom do you like most, the
goat or the fox? Why?
5. How did the fox get out of the
well?
6. Why did the goat decide to
jump into the well?
7. If you were the fox, would you
do the same? Why? If you
were the goat, would you do
the same? Why?
2. Engagement Activities:
Have the pupils perform the following
activities under time limit.
GROUP 1. I WRITE A SONG!
Identify the lesson of the story and
compose a song that tells the moral lesson
of the story. Prepare to sing your song to
the class.
GROUP 2:
Write the values that youve learned from
the selection:
Values that I Learned
Group 3: Energize your thoughts
Complete the paragraph
If I had the power to change the event of
the story, I
would______________________________
___________________________________
___________________________________
___________________________________
Group 4: Fill the story grammar with
details from the selection.
Title:
__________________
 11. Presentation:
Have the pupils read the verse
Characters Setting Events below.
________ ________ Only in the Wind

___________ Place Initiating Someone is knocking at my door,

___________ ________ Events Somebody scrapes shoes on the floor,
____ ________ And I ask, Is anybody there?
But nobody answers
Time: Internal Except the howling of the wind.
Response
Resolution I listen hard
Everything is quiet once more
Attempt For several are tired
___________ And all are asleep
_________ I listen and wait again,
Consequence
Nothing moves
Theme It must have been only the wind.

12. Discussion:
_________ What are the italicized words in the
_________ verse given?
_ Do they refer to a particular
person, palace or thing?
GOLD. Grammar, Oral, What are these words? (Indefinite
Language Development Pronoun)
8. Drill: pronunciation drill: What verb comes after each
Have the pupils read the verse drill indefinite pronoun?
given: Discuss further.

Dont lose your keys,/ dont lose your face./ 13. Generalization:
If you lose your keys,/ dont fuss.// What are indefinite
If you lose your face,/ dont wince.// pronouns?
Dont lose your lace./ dont lose your sax.// What verbs are used for each
If you lose your lace,/ dont gaze.// indefinite pronoun?
If you lose your sax,/ dont laze.//
REMEMBER:
9. Review: Checking of assignment.
Change the following discourse to An indefinite pronoun does not
indirect. refer to a particular person, place or thing.
It is not immediately followed by a noun.
9. The young boy said, I saw a
Some indefinite pronouns are
rainbow in the sky. singular, others are plural.
10. Jane said, Lea Salonga and Martin
Nievera are really great performers. Use a singular verb with a
11. Mon said, Everything will turn out singular indefinite pronoun; use plural
right, Liza. verb with a plural indefinite pronoun.
12. Zaldy said, Intramurals will be held
from February 18 to 22. Use their when the antecedent is a
13. The schools fund raising project plural indefinite pronoun; use his or her or
was a big hit! said the director. it when the antecedent is a singular
indefinite pronoun.

10. Motivation:
Have you seen a wind? How do we
COMMON INDEFINITE PRONOUNS
know that there is a wind?
Singular Plural Singular or

228
 Plural
Anyone Both All
Anybody Few Any
Anything Many Most
Everyone Most None
Everybody Others Some
Everything Several
No one
Nobody
Each
Nothing B. Independent Practice:
Either Direction: Write the appropriate
Neither indefinite pronoun in each blank.
One
Someone 6. _______ has to preside at a
Somebody] meeting. The one who presides is
Something called the chair.
7. ______ must read the minutes of
the meeting. This is usually the job
14. Application: of the secretary.
A. Guided Practice: 8. _______ listens attentively.
9. _______ reports on the assignment
Group 1: given to him.
Direction: Circle the indefinite pronoun. 10. _______ asks questions about the
Underline the correct verb form. project.
5. Several (is, are) pulling the weeds.
IV. Evaluation:
6. Each (bring, brings) some herbal plants
7. Most of the boys (plant, plants) seedlings C. GOLD: Direction:
in their plots. Underline the indefinite
8. Everyone (is, are) busy doing a share of pronoun used in each sentence and
their work. circle the correct form of the verb.

1. One of the judges (agree, agrees)

Group 2. Direction: Underline the correct with your argument.
verb that will agree with the given
2. Few of the audience (understands,
indefinite pronoun.
understand) the lyrics of the song.
5. After the fight, each cat (was, were) 3. Both of my sisters (walks, walk)
licking (their, its) fur. me to school.
6. Everybody (wishes, wish) to go home. 4. Everyone in the community
7. Most of the members (feel, feels) tired (contributes, contribute) to our
already. success.
8. Neither of the boys (want, wants) to be 5. Either of the books (is, are) about
the leader. friendship.

Group 3. Direction: Underline the correct TS. Transfer Stage:

pronoun: 9. Drill: pronunciation drill:
Have the pupils recite the
5. Everyone was listening attentively for verse drill:
(his or her, their) name to be called.
6. Nobody thought (himself or herself, Foolish Polly knew that jealousy was folly. /
themselves) so unlucky as not to get at The least that she could have done was say
least one prize. sorry./
7. Each time someones name was called, To her dusky fianc in the army;/
Group(he4.orDirection:
she, they) Replace thewhoop.
let a joyous italicized But foolish Polly was also haughty,/
8. expressions
Among my with indefinitemost
classmates pronoun:
said (he or Shed rather keep love away than admit/
she, they) had bought just one ticket. that jealousy was folly.//
______1. The pupils wanted their projects
recognized.
10. Review:
_____2. All the boys did their best.
_____3. The girls put their creativity to
work.
_____4. Not one pupil wanted his or her 229
project rejected.
_____5. Not one pupil thought of failure.
 How do we write paragraph from the plow and the carabao, but he did
dictation? all right.
Now, we have electric stoves,
11. Motivation refrigerators and electric fans but
Time Machine the problem of earning enough to
pay for them is ours. Now, we have
radio, movie and TV sets, but ours is
Place some objects on pictures in a difficulty of not having enough time
box. These materials are those that are for all of these.
used by our forefathers and those that Sometimes, I wonder. Which
are presently used. Call on a pupil to life is better - our great-
pick one object or picture. Let them grandparents or ours? Do you also
identify when this object existed or used. wonder if yours is a better life than
your grandparents?
12. Unlocking of difficulties Adapted from:
Crossword Puzzle Harnessing English Arts
ACROSS DOWN Today
p. 102
1. not simple 1. clear in text
14. Analysis and Discussion:
2. long time ago 2. at this time
3. suggested idea 3. desire to know
10.What were the advantages and
disadvantages of living in this
Answers:
generation as cited by the
1. complex 1. explicit
author?
2. past 2.
11.What were the advantages and
now
disadvantages of living during the
3. implied 3. wonder
time of our great-
1 1
grandparents?
3 12.If were given the chances
2 to choose the tie of your
existence, which period
would you prefer? Why?
3 13.Do you think scientific
discoveries in our time are
2
more of disadvantage than
an advantage? Why? Why
not?
14.What make our life
complicated now? How can we
13. Presentation
make life easier or
Oral Reading of the
uncomplicated?
Selection
15.What do you think are some
positive traits of our great-
Then and Now grandparents which we could
imitate to have an easier life?
Our world is completely
different from that of our great-
6. Fixing Skills:
grandparents! Ours is more pleasant
Activity
and comfortable because of scientific
discoveries and inventions, but it is
Divide the class into four and
more complex too. Theirs was not
distribute copy of paragraphs taken
very comfortable and easy but it was
from the short story Then and Now.
very simple one.
Read the paragraph assigned
Our great-grandparents had no
to you. Write one sentence that tells
movies or radio sets, but theirs was a
what the paragraph is telling us.
life of peace and quiet. Our
grandmother had no electric stoves.
16. Discussion:
Hers was only a clay stove, but she
What does paragraph 1 says?
cooked good meals in it. Our
Paragraph 2? Paragraph 3?
grandfather had no tractor and
Paragraph 4?
modern farming tools. His were only

230
 Are all the paragraphs have the
topic sentence that tells the whole ___Municipal pest control
message of the writer? officers may be consulted
about pests.
17. Generalization ___Plant pests and diseases
Main idea of a are the worst enemies of
paragraph tells us what the cultivated crops.
paragraph is all about. It ____Plants pests and diseases
may be stated in the paragraph or need to be controlled.
explicit and it may not be stated or
implied) 8. Soil is very important to plants.
Plants depend heavily on the
18. Application soil for root anchorage and for
i. Activity 1 essential nutrients such as
Grasping Implied Ideas nitrogen, phosphorous and
potash. They also depend upon
What main idea do the the soil for water and other
following paragraphs imply? mineral nutrient
Underline the right word in the Plants depend heavily in soil.
parenthesis. Soil has nutrients needed by
plants.
a. Sgt. Cruzado was about to enter Soil is very important to
his tent when he saw one of his plants.
comrades lying flat near his 9. Many farm crops are very specific
post. He quickly reached him. in their temperature requirements.
He asked for water and he gave Examples are melons, squash,
him his reserve water. sweet potatoes and beans. They
(merciful, forgiving, brave, grow best in warm temperatures.
friendly) Slight rain can destroy them.
b. A young soldier volunteered to Pechay, mustard, Kangkong, and
walk ahead of the troop to check if the radish, on the other hand, grow
way was safe to pass through. When well during summer and can also
he spotted a troop of enemies, he withstand rain.
quickly made a signal to pass other
way and they reach their camp safely. Many farm crops are very
(merciful, kind, forgiving, specific in their temperature
brave) requirements.
c. A soldier carried to safety a Plants can grow in warm
wounded companion through temperature.
continuous firing from the enemies. Slight rain can destroy plants.
(merciful, brave, sacrificing,
reckless) ii. Enrichment
Activities
Activity 2
Choose the main idea of the Gallery of Text
following paragraphs. Put a check
before the right sentence. Teacher will display several
short paragraphs cut from
7. Plant pests and disease are the newspapers, old magazines or
worst enemies of cultivated written on manila paper. Pupils are
crops for food and seed given three minutes to choose from
production. Municipal pest the paragraph what they want to
control officers may be consulted read.
as soon as these pests and
diseases are observed in the Directions: Read silently the
farm. For more protection, clean paragraph of your choice. Write on a
cultural practices should be piece of paper the main idea of the
observed. Removing and paragraph. As I call on you, read
destroying all possible breeding your paragraph and its main idea
places of plant pests and aloud.
diseases around the vicinity of
the garden is suggested. IV. Evaluation

231
 Read the following
paragraphs. State its main
idea and write on your answer
sheet.
6. Different birds use different
materials for their nests. Most
birds use scraps of grass, leaves,
and twigs. One kind of bird pushes
and molds these materials into a
cuplike home between the
branches of a tree or among
grass. It uses saliva or mud to hold
the materials together.
7. A dolphin is a mammal like cats,
dogs and people. It has warm
blood. It cannot breathe under
water. Like other mammals, its
babies are born alive. It gives milk
to its babies.
8. The bread was like a pet; I took
care of it, made sure that it was
properly stirred, and saw to it that
it was alive and doing well. You
see bubbles appear on the surface
just to let you know that there is
really something truly alive inside.
Adapted: Manila Bulletin Taste
March 14, 2007 p. 5
9. The Malate Church have always
been a haven for people in need.
In the past, it served as the
fortress of British forces against
the Spaniard. Today, supplicants
continue to pray to Our Lady of
Miraculous Medal in time of
trouble. Founded by the
Augustinians friars, the church
was built in the 18th century.
Adapted: A Tour of Seven
Churches
By Clifford Ray Olanday
3. Style Weekend PELC Reading 8
Manila Bulletin
4. March 30, 2007
p. 21
10.Even kites can be dangerous! You
can get pulled by your kite when
there are strong winds, or you can
get hurt when the string attached
to the kite rubs on your hand. A
kite can even cause a helicopter
to crash!
Adapted: Fly High Junior Inquirer VI. Procedure:
May 20, 2007 p. 5
V. Assignment
B. GOLD: Direction: Put a check mark
(/) on the blank if the sentence is
written correctly. If it is not,
underline the incorrect part and write
the proper structure above it.
232
______1. Everyone is waiting inside
the room.
______2. Several of the audience is
from my hometown.
______3. No one have been calling
Dana ever since she
arrived.
______4. Many are in the small plastic
bag.
______5. Neither of the boys
are walking alone in
the forest.
C. TS. Copy a five paragraph from
any reading material. Write the
main idea below each
paragraph.
LESSON #12
OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use demonstrative pronouns.
TS: 4. Identify the authors purpose
in writing.
II. Subject Matter:
GLR: How Butterflies Came To Be
GOLD: Using Demonstrative pronouns
TS: Telling the writers purpose
Reference:
2002 Basic Education Curriculum
PELC Speaking 7; 7.1
Milestone in Reading 6 p. 205
Growing in Reading p. 83; 107;
Across the Border Through Language p.
66
Linking the World through English pp.
156
Materials: strips of cartolina. Index cards,
GLR: Genuine Love for Reading
C. Pre-reading Activities:
5. Drill: Pronunciation drill: Have
the pupils recite the following
verse drill.
Paul the southpaw had a bad fall,/
He landed at the orthopedic hall.//
 One night/ Paul got a haunting call/
From a sorceress who was very tall.//
When the doctor called the roll,/
Paul was nowhere in the orthopedic hall./
He had left to follow the haunting call./
Of the sorceress who was very tall.//
6. Motivation:
Think of a prominent person. How
does this person earn respect?
7. Vocabulary development:
Match the definition in column A
with the word being defined in
column B.
Column A
6. it means to take care of (a)
7. it means to do something unplanned
(b)
8. it refers to a bunch of flowers (c)
9. it means to be flying in one spot (d)
10. it means to behave in an arrogant
way (e)
Column B
f. tended
g. chanced
h. bouquets
i. hovering
j. haughty
8. Motive question:
How did the butterflies come to be?
D. During Reading Activities:
Have the pupils listen as the teacher
reads the story.
How Butterflies Came to Be
There once lived an old woman who
tended a fine flower garden by the shore of
a lake. The fisher folk who lived in a nearby
village loved her dearly, and would often
visit her to exchange their fish for lovely
flowers.
They somehow knew there was
something magical about her, for her house
seemed mysteriously bright at night (no, she
didnt have any electrivit7y), and some even
saw a few dwarfs assisting what appeared
to be a beautiful young womanbut only at
night, never during the day.
233
One time, a young couple visited
the village. They were proud and hated
anything ugly.
They chanced upon the old
womans flower garden at the edge of the
lake, and entered it to gather some
bouquets. The old woman asked them to
leave, but instead of obeying, the young
man and woman made fun of her because
they found her ugly.
To punish them, the old woman
touched them with a cane and said that
since they like only beautiful things, they
will be turned into the most beautiful
insects.
So the next time you see tow lovely
butterflies hovering near some flowers,
youll remember that haughty young
couple.
-Domiana Eugenio
Origin of Butterflies
C. Post Reading Activities:
1. Answering the motive questions.
How did the butterflies come to
be?
CT. Critical Thinking:
1. Comprehension Check:
Have the pupils answer the
questions given:
6. How did the fisherfolk regard the
old woman?
7. What is mysterious about the old
woman?
8. What did the young couple do that
insulted the old woman?
9. What did the old woman do to
punish the young couple?
10. Have you ever been in the same
situation as the old woman? Why
did you feel insulted? What did
you do?
2. Engagement Activities:
Have the pupils perform the following
activities under time limit.
Group 1; Fill the story grammar with
details from the selection.
Title:
__________________
Characters Setting Events
________ ________
 Direction: Put a check mark (/) on
the blank if the sentence is written
___________ Place Initiating correctly. If it is not, underline the
___________ ________ Events incorrect part and write the proper
____ ________ structure above it.

Time: Internal ______1. Everyone is waiting inside

Response the room.
Resolution ______2. Several of the audience is
from my hometown.
Attempt ______3. No one have been calling
___________ Dana ever since she
_________ arrived.
Consequence ______4. Many are in the small plastic
bag.
Theme ______5. Neither of the boys are
walking alone in the forest.

_________ 3. Motivation:
_________ Have you been to a science
_ laboratory? What are the things that we
can see there?
Group 2
Fill in the values web. 4. Presentation:
Have the pupils read the following
sentences.
WHAT I LEARNED FROM
THE STORY
8. See this aluminum? This will be the
source of electrons.
9. The electron receivers will be the
Group 3: Energize your thoughts copper. These will be called
Complete the paragraph electrodes.
10. Look at that solution on the shelf.
If I had the power to change the event of That is called an electrolyte.
the story, I 11. See those ingredients over there? We
would______________________________ will use those to make the electrolyte
___________________________________ solution that will move the electrons
___________________________________ on our aluminum and copper
___________________________________ electrodes.
REMEMBER:
Group 4: Lights, Camera, Action! Discussion:
12. Demonstrative pronoun points out a
particular person,
Study the details how the young What are the place or thing.
italicized words in
couple walked to the house of the old This and that are singular
each sentence?
woman. Act out how they insulted the old demonstrative pronoun.
woman. Do these words point to a
Examples:
particular thing?
3. This is the chair of the High King
What
of the are
Lake.the words this, that,
GOLD (Grammar, Oral, these,4. and
Thatthose
is thecalled? (Demonstrative
gift of the acacia tree to
Language Development) pronoun)the sky.
1. Drill: Pronunciation drill: When do we use this? That?
Have the pupils recite the following: These? Those?
These and those are plural
Discuss further.
demonstrative pronouns.
She sells seashells by the seashore. Examples:
If she sells seashells by the seashore, 3. These are the eyes of a thousand
13. Generalization:
Wheres the seashells she sells by the snakes.
What are demonstrative pronouns?
seashore? 4. When
Those are
do thewewarriors
use from
this?theThat?
Kingdom of Rain.
These? those?
2. Review: Checking of
This and these refer to things near the
assignment:
speaker.
That and those refer to things far from
234 the speaker.
When this, these, that and those are
used before nouns, they are
adjectives not pronouns.

14. Application:
A. Guided Practice:
Group Work:
Group 1: Direction: Underline the
correct demonstrative pronoun.
6. (This, These) are the leaves from the
talking tree.
7. He is looking for the liquid stone in
(that, those) caves.
8. In (these, that) valley lives the
daughter of the sun and the moon.
9. The ants carried the prince in (those,
this) wooden box.
10. (This, These) are the gifts I wanted
most.
Group 2: Direction: Check the sentence
that has demonstrative pronoun.
6. At this moment, one out of every ten
people is suffering from the common
cold.
7. This trip is expensive.
8. This happened in many cases.
9. That story about feeding ac cold is
true.
10. Leave those on your desks.
Group 3: Direction: Write DP if the
underlined word is a demonstrative pronoun
and DA if it is a demonstrative adjective.
235
6. Madam Curie is a leading scientist
of the modern age. This is what
almost everyone knows about her.
7. Because of her experiments, she
was constantly exposed to radium.
This damaged her bone marrow.
8. That is what her daughter eve tells
us in her biography.
9. These contained the precipitates
and liquids needed for their
experiments.
10. This miserable old shed where she
conducted her experiments was the
happiest.
B. Independent Practice:
Direction: Complete the statements
with appropriate demonstrative
pronoun.
6. Do you know this person in this
newspaper? ______ is the author
of the book on the table at the far
end of the room.
7. What do you have in front of you?
_______is a porcelain flower vase
sent to me by my cousin in
Thailand.
8. What are these laborers putting up
on the sidewalk?
___________ are advertisements
and sign boards fro the coming
circus.
9. What do you have in your hand?
___________ is a bottle of
drinking water.
10. What books are in the
counter on the other side of
the room?
_____ are fairy tales.
IV. EVALUATION:
GOLD: Complete each sentence with
a demonstrative pronoun
1. Nena showed her bag to her classmate.
____ is mine, she said. ____ was
bought for me on my birthday.
2. Nenas classmates pointed to a bag a
few meters away. ____ is mine, she
said. Its new too. ___ was sent to me
by my sister who works abroad.
3. Nena opened her bag and showed it to
her classmate. ____ are the features
of this bag; a place each for pencils,
crayons, snacks, and a water bottle.

TS. Transfer Stage
2. Drill: Pronunciation drill:
Have the pupils read the
following verse drill.
But if you are unsure,/how can you
decide?/
But if you think of all the buts/ how can
you reach the summit?/
One who achieves the ultimate/
Is willing to catch a sunbeam/
Hes willing to know the unknown/
And conquer the unconquerable./
2. Review: Checking of assignment:
Direction: Identify the character trait
being shown by the following
situation:
8. Sir, this is your wallet. You dropped
it, the boy said to the old man.
9. Dont touch my doll! It is mine!
Mara said.
10. Faye obeys her teacher and older
classmates.
3. Motivation:
Ask the pupils what type of stories
they like to read and have them tell the
reason for their choice.
11. Presentation:
Have the pupils rearrange the
scrambled letters to form a word.
FROMIN (inform)
ETNREATIN (entertain)
PRESAUDE (persuade)
DSECIREB (describe)
NRARAET (narrate)
Have the pupils choose from the given
formed words the describe words:
6. Keeps readers amused.
7. Explains the details of things and
events.
8. Paints a picture through words.
9. Relates an event.
10. Gives reasons to convince his
readers.
Answers: (1. entertain; 2. inform; 3.
describe; 4. narrate; 5. persuade)
12. Discussion:
Explain to the pupils that a
material, story or a book that contains
facts was written for the purpose of
informing. On the other hand, a selection
that contains the opinions and views of the
author was written to persuade.
Explain also that identifying the
authors purpose for writing helps readers
to better understand what they read.
(Use the information written in the
generalization.)
13. Generalization:
How do we determine the purpose
of the author in writing a
selection?
REMEMBER:
The authors purpose is to inform if:
You learned specific facts from
the story.
The story gives true information.
The characters in the story are
real.
The selection gives data,
statistics, dates and figures.
The authors purpose is to persuade if:
The selection tries to influence the way
you think and feel.
The author convinces the reader of his
point of view.
The selection calls for action and
warns of consequences for each action.
The author makes use of words like
should, must, in my opinion, etc.
The authors purpose is to entertain if:
The selection affects the emotions of
the readers.
The selection gives pleasure,
enjoyment, and amusement.
The characters in the story are not real.
The selection is funny, shocking, scary,
make-believe, intriguing etc.
14. Application:
A. Guided Practice:
Read the following titles of reading
materials. Decide which of these were
written to entertain or to inform. Write
the number of your answer inside the
appropriate circle.
236
 _____ 5. A letter requesting assistance for
a. Rosys Book of Cookie Recipe a Clean and Green project.
b. Origami The Art of Paper Folding (persuade)
c. The Amazing Adventure of Squirmy
the Worm V. ASSIGNMENT:
d. .The Book of Knowledge A. GOLD: Underline the correct
e. Aesops Fable demonstrative pronoun for each of the
f. Harry Potter and the Order of the following sentences.
Phoenix
g. The Illustrated Dictionary of Animal 6. (This, These) are the leaves from the
Life talking tree.
h. How the Ants Finally Won the War 7. He is looking for the liquid stone in
i. How to Survive the Information Age (that, those) caves.
j. The Powerpuff Girls 8. In (these, that) valley lives the
daughter of the sun and the moon.
INFORM ENTERTAIN 9. The ants carries the prince in (those,
this) wooden box.
10. (These, This) are the eyes of a
thousand snakes.

B. Tell the authors purpose for each of the B. TS. Write the purpose of the author in
following titles: writing the following article/ titles:

11. My Point of View (Persuade) 6. A chapter in Science book explaining

12. The Best Beaches in the Philippines why and how volcanoes erupt.
(Inform) 7. A manual on how to operate a
13. I Love Lassie (Entertain) personal computer.
14. Dagul: A Carabaos Revenge 8. The comics page of a daily newspaper.
(Entertain) 9. A story about a snowman who turned
15. TV Guide (Inform) into a real boy for a day.
16. Christianity and the Filipino 10. A column giving advice about matters
(Inform) of the heart.
17. What We Think About.(Persuade)
18. A Day in he Life of Bigfoot
(Entertain) LESSON # 13
19. The Worlds Worst Disasters
(Inform) OBJECTIVES:
20. The Ghost of Monte Vista
(Entertain) GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the
VII. EVALUATION: story listened to.
TS: Read the following titles. GOLD: 3. Use intensive pronouns.
Write whether the purpose of TS: 4. Infer the general mood of the
the author in writing these is to entertain, selection
inform or persuade. Write your answers
on the space provided: II. Subject Matter:
GLR: Smaller But Wiser
_____ 1. Direction for making leche flan. GOLD: Using Intensive Pronouns
(inform) TS: Inferring the General Mood of
_____2. A poem entitled, A Mermaids the Selection
Song (entertain)
_____ 3. An advertisement telling about the Reference:
smallest cellular phone. 2002 Basic Education Curriculum
(persuade) PELC Speaking 7; 7.3
_____ 4. A newspaper article about a fire PELC Reading 8.1
that raged a squatters area along Dynamic Series in English p. 27
Commonwealth Avenue. Milestone in Reading 6 p. 205
(inform) Grammar in Focus p.

237
Across the Border Through Language p. 80 Can you leap over this snail?
Linking the World through English pp. 156 the elephant asked.
Yes, I can! Ill show you, the
Materials: strips of cartolina. Index cards, kangaroo replied. The kangaroo
leaped over the snail.
III. Procedure: Can you leap over this monkey?
GLR: Genuine Love for Reading the elephant asked.
A. Pre-reading Activities: Yes, I can! Ill show you, the
5. Drill: Pronunciation drill: kangaroo replied. The kangaroo
Have the pupils say the following leaped over the monkey.
phrases with the /oi/ sound. Have the Can you leap over this goat?
pupils know that the /oi/ is a single the elephant asked.
syllable, not two. Yes, I can! Ill show you, the
kangaroo replied. The kangaroo
11. the noise of the boys leaped over the goat.
12. toys made from coconut coir Can you leap over this cow? the
13. the poise of a joyful man elephant asked.
14. join a tour of Troy Yes, I can! Ill show you, the
15. spoiled the broiled meat kangaroo replied. The kangaroo
16. avoid the muddy soil leaped over the cow.
17. toiling at the hoists Can you leap over me? finally
18. a gold coin for poison he asked. If you can do that, Ill give
19. join the loiterers you a free swing on my tusk every day
20. doilies that coincide but if you fail, you will instead brush
my sides every day.
6. Motivation: Yes, I can, said the kangaroo.
Do you believe that Ill show you, he added. But before
sometimes smaller ones have better the kangaroo could leap over the
ideas than big ones? elephant, the elephant had stood up to
its tall height.
7. Vocabulary Development: The kangaroo thought the elephant
Have the pupils know the was clever. It thought and thought. It
meaning of the following words: didnt want to scrub the sides of the
elephant. At last, an idea came to the
a. leap (action) kangaroo.
b. tusk (picture) On one condition! it shouted.
c. clever (The clever ant bit the right leg of What condition? the elephant
the hunter.) asked.
d. condition (Ill give you this money on That you will close your eyes
condition that you will use it well.) while I jump! the kangaroo
e. agree (action) explained.
All right. I agree, answered the
8. Motive question: elephant.
What made the kangaroo As the elephant closed its eyes, the
think that elephant was clever? kangaroo hurriedly walked behind the
elephant to go to the other side.
B. During Reading Activities: That is the reason why the
Have the pupils listen as the teacher kangaroo in our story gets a free
reads the story. swing on the elephants tusk every day.

C. Post Reading Activities:

1. Answering the motive questions.
Smaller But Wiser What made the kangaroo
think that elephant was clever?
A silly elephant once asked a
kangaroo if he could leap well.. CT. Critical Thinking:
2. Comprehension Check:

238
 Have the pupils answer the
questions given:
a. When the kangaroo was about to leap
over the elephant, what did the elephant
do?
b. What made the kangaroo think that the
elephant was clever?
c. Was the kangaroo willing to scrub the
sides of the elephant? What condition
did he give before he could leap?
d. Who is more clever, the kangaroo or the
elephant? Prove your answer.
3. Engagement Activities:
Group the pupils into four. Have
them perform the following activities:
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: Thank you, God!
Being clever is Gods gift to us. What
we do is our gift to Him. Have you done
something which you think is your gift to God?
If you have, recall and write them here.
_______________________________________
_______________________________________
_______________________________________
_______________________________
Group 3
Fill in the values web.
WHAT I LEARNED FROM
THE STORY
GROUP 4: DRAW ME!
Draw the elephant and the kangaroo in
the story. Make a dialogue between the two
using the bubble.
Elephant: Kangaroo:
Allow the pupils to perform the
activities under limited time.
239
GOLD (Grammar, Oral, Language
Development)
Drill: Pronunciation drill:
Have the pupils recite the
following:
Peter, Peter, pumpkin eater/
Had a wife and couldnt keep her/
He put her in a pumpkin shell/
And there he kept her very well//
2. Review: Checking of
assignment:
Direction: Underline the correct
demonstrative pronoun for each of the
following sentences.
1. (This, These) are the leaves from the
talking tree.
2. He is looking for the liquid stone in
(that, those) caves.
3. In (these, that) valley lives the
daughter of the sun and the moon.
4. The ants carries the prince in (those,
this) wooden box.
5. (These, This) are the eyes of a
thousand snakes.
3. Motivation:
Have you read the stories, The
Ugly Duckling, The Little Mermaid, The
Tinder Box, The Snow Queen, The
Princess and the Pea and The Emperors
New Clothes? Who has written these
stories? (Hans Christian Andersen)
4. Presentation:
Have the pupils read the following
sentences taken from the story about the
famous author, Hans Christian Andersen.
4. His mother, herself, spent long hours
reading stories to him.
5. His father saved money so Hans could
go to the theater, and he, himself, took
the boy there.
6. To encourage Hans to go back to
school, his friends told him that they,
themselves, would shoulder his
expenses.
5. Discussion:
What are the italicized words in the
sentences?
What do these words do with the
nouns or pronouns that precede them?
 What does the pronoun herself
emphasize? himself? themselves?
What are these pronouns called?
Can you leave out the intensive
pronoun without changing the meaning
of the sentence? (yes)
Discuss further.
6. Fixing Skills:
Underline the intensive pronouns
used in the following sentences. Box the
word it intensifies/emphasizes.
1. I, myself, will supervise the work.
2. You, yourself, will shop for the
materials.
3. We, ourselves, are responsible for the
success of our project.
4. Our output, itself, will speak for us.
5. She, herself, wrote it.
7. GENERALIZATION:
What are intensive pronouns?
When do we use intensive pronouns?
REMEMBER:
Intensive pronouns end in self
when singular and selves when plural. It is
always used with antecedents.
An intensive pronoun is used to
emphasize a preceding noun or pronoun. It
can be omitted without changing the
meaning of the sentence.
8. Application:
Guided Practice:
Direction: Complete each sentence with
intensive pronoun:
1. Lorna, ______, reads a nice poem.
2. She, ______, wrote it.
3. Her classmates, ______, read the
poem and liked it.
4. We, ______, will write, too.
5. You, _____, have to make the
illustrations.
B. Independent Practice:
Direction: Underline the intensive
pronoun and circle its antecedent.
1. Alita, herself, compiles her poems
and stories.
2. The president of the English club,
himself, encourages the children to
write poems and stories.
240
3. The teachers, themselves, assist
the pupils to visualize what they
want to write.
4. Larry, himself, offers for the
illustrations.
5. All the children, themselves, enjoy
writing poems.
IV. EVALUATION:
GOLD: Direction: Complete each
sentence with intensive pronouns.
6. The members of the Filipino
Inventors Society, _________,
have offered a solution to the
environmental problem.
7. The president of the Filipino
Inventors Society said that the
transporters and dealers, ________,
should stop from selling used oil.
8. A circular was issued by the
government, _______.
9. To insure that the used oil, ______,
would not be used as fuel in
furnaces and of cement kiln, there
should be a collection system of
used oil.
10. You, _____, can help the quality of
your environment.
TS. TRANSFER STAGE:
9. Drill: Pronunciation
drill:
Have the pupils recite the
tongue twister.
It isnt the hunting on the hills/ that
hurts the horses hooves,
Its the hammer, hammer, hammer
on the hard high road.
10. Review: Checking of assignment
Write the purpose of the author in
writing the following article/ titles:
6. A chapter in Science book explaining
why and how volcanoes erupt.
7. A manual on how to operate a
personal computer.
8. The comics page of a daily
newspaper.
9. A story about a snowman who turned
into a real boy for a day.
10. A column giving advice about
matters of the heart.
11. Motivation:
 What was the last movie you have
watched?
What was it all about?
Have the pupils tell the feeling or
mood the movie put them in.

4. Which of these choices is not

12. Presentation: described in the selection?
Have the pupils identify the mood
projected by the following situation: A. a crowd shouting
B. people fighting
d. The house was very dark. Jahzeel C. clapping hands
pushed the door and heard a loud D. loud music
creaking sound as it opened. He held
his breath as he stepped very slowly 5. Read the last two sentences. How
into the room. Suddenly, a cold hand does Don probably feel?
gripped his neck. A. scared B. annoyed
_____________________ C. excited D. tired
(suspenseful)
6. Which phrase best completes this
e. The sun is rising from behind the graphic organizer?
mountain. The flowers are all in bloom.
Birds are chirping. The children are
laughing. People
chanting

(happy)
Clapping hands
?
f. The shark slowly appeared from the
deep water and started circling the boat. The Concert
It is big and silvery white with small
eyes and saw-like teeth that made the
fisherman tremble.
_______________ A. people talking B. quiet
(fearful) music
C. people singing D. loud
13. Discussion: music
Have the pupils understand that aside
from inferring about character traits, it is 15. GENERALIZATION:
also important to infer the general mood
of a selection they read. Making an inference is seeing
other meanings that directly stated details
As you read each situation, what in a passage imply, suggest, or hint at. An
feeling do you get from reading it? inference is going beyond the surface
What does mood mean? details.
How do we infer the general mood
of a selection? Authors use words, phrases and
Discuss further. images to catch the attention of the
readers and to work on their emotions and
14. Fixing Skills: create the mood of the selection.
Read the passage below. Infer the
mood each situation brings by selecting What is a mood? Mood is the
from the given choices. (Reading for feeling you experience while reading. It is
Meaning 6 p. 158) the atmosphere which covers a whole
range of moods; from anger to sadness; to
Don watched the crowd grow. excitement and fear.
Music blasted out of the speakers. He
could feel the beat through his body. 16. Application:
When the lights went out, everyone
pushed forward. People started chanting
the names of their favorite band members
and clapping their hands. Don smiled and 241
started clapping, too. He knew it would be
a great concert.
 Have the pupils read the following Quotes Mood
paragraphs. Then, infer the general 6. wished it could 5. ___________
mood of each selection. Arrange the talk
letter of the following words to identify 7. had to sit still and 6. ___________
the mood given. keep quiet.
8. with a great roar, 7. ___________
4. Roland frowned. He wanted to watch a the mountain threw
basketball game TV. But Maricel was the rock high into
watching another program. He suddenly the sky.
switched to another channel. Maricel 9. it flew through the 8. ___________
shouted. How impolite! air and landed in a
____________ (ngaer) river.
10. cant talk but at 5._____________
5. Karl and Jazzer are boy scouts. They least can travel.
have been learning to give first aid. They
have learned what to do with the cuts,
MOOD BANK
bruises, sprains and how to dress
wounds. One day, while the boys were Anger sadness resignation
walking home from school, they saw a Joy surprise appreciation
car hit a little girl. Karl and Jazzer ran
quickly to the child. She was
unconscious and blood was spurting VIII. ASSIGNMENT:
from a wound on her wrist. A. GOLD: Direction: Complete each
__________ (chlleagne) sentence with intensive pronouns.
Underline the noun or pronoun
6. What a place! Cockroaches which the intensive pronoun refers
everywhere, cobwebs, and dust thick to.
enough to plant potatoes in it!
___________ (gutsdis) 1. Neil Armstrong, _______,
prepared well fro the flight to
IV. EVALUATION: space.
TS: Direction: Read the passage below. 2. His teachers, _______. Told
Infer the moods directly stated by the quotes about Neils excellence in
given. The MOOD BANK can serve your Science and Math.
guide to identify the mood being referred to. 3. The lesson for learning to fly a
plane was expensive, but Neil,
Once there was an old rock on top of _______, earned the money for
a mountain that wished it could talk. Now it.
and then, a person or an animal came by. 4. The training program,
Some climbed onto the rock to look at the ________, was difficult.
view. 5. The U.S. President, ________,
congratulated the three
Hey! the rock wanted to say. astronauts.
Watch your step! But it could not.
Thousands of years came and went B. TS.
but the rock could not come and go like the Direction: Infer the
people and the animals. It had to sit still mood of the following
and keep quiet. selection. Choose your answer
form the given choices inside the
Then, one day, something changed. box.
The earth moved. With a great roar, the
mountain threw the rock high into the sky. It 4. Please dont cry. Tell the kids that
flew through the air and landed in a river their daddy is fighting for them, for
miles away. his wife, for his people, and for his
country, said the departing soldier.
Well, the rock thought to itself. I _____________.
still cant talk, but at least, I can travel.

242
 5. All the children were opening their
gifts. Their faces brightened up as
each took out a toy from inside
colorful wrappers. But Lita had no
gift to open. Tears started to flow
down her cheeks. If only my
parents were alive, she thought.
6. The Francisco family was up early,
and so were the rest of the people in
the whole town. Bands have been
playing merrily since six oclock in
the morning. Church bells have been
ringing gaily, too. The town fiesta
has begun.
Merry excited
Sad sorrow
LESSON # 14
OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the story
listened to.
GOLD: 3. Use reflexive pronouns.
TS: 4. Recognize the figurative language
to describe people and events
simile, metaphor, hyperbole and
personification
5. Use the figurative language to
describe people and events
II. Subject Matter:
GLR: Depending a Poor Man
GOLD: Using Reflexive Pronouns
TS: Inferring the General Mood of the
Selection
Reference:
2002 Basic Education Curriculum
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Milestone in Reading 6 p. 205
Grammar in Focus p.
Across the Border Through Language p. 80
Linking the World through English pp. 156
Materials: strips of cartolina. Index cards,
III. Procedure:
GLR: Genuine Love for Reading
A. Pre-reading Activities:
243
1. Drill: Pronunciation drill: Have
the pupils recite the given tongue
twister:
Kimbo Kemble kicked his kinsmans
kettle.
Did Kimbo Kemble kcik his
kinsmans kettle?
If Kimbo Kemble kicked his
kinsmans kettle,
Wheres the kinsmans kettle Kimbo
Kemble kicked?
2. Motivation:
How do you treat a visitor?
3. Vocabulary Development:
Read the following sentences.
Use context clues to decide
which word from the box make
sense in each sentence.
innkeeper chamber
gypsy trial
predicament majesty
5. Upon reaching the place where
we are going today, we were
warmly welcomed by the
______.
6. I dont want to be caught in a
_____ because it is a difficult
situation to be in.
7. She feels like a ____ every
time her father is assigned from
one province to another.
8. The ____ was filled with
people who were eager to hear
the verdict.
4. Motive Question:
Have the pupils state
questions about the story.
(Who depended the poor man?
How?)
B. During Reading Activities:
Have the pupils listen as the
teacher reads the story.
Depending a Poor Man
Janos Kadar, a Hungarian, was a
hardworking fellow. He worked till the
wee hour of the night. Soon he was
able to pay off all his debts and still
had enough money left to live
comfortably for the rest of his life. So
one beautiful sunny day, Janos went to
see and repay the innkeeper who had
helped him when he was penniless and
starving.
How surprised the innkeeper was
when he saw Janos. Hello. Fifteen
years ago, you gave me three boiled
eggs when I was very poor and hungry. I
came back to reward you for your
kindness by paying for those eggs a
hundredfold.
Unfortunately, the generous
innkeeper became a greedy one after
fifteen years. He figured out what have
happened if the three eggs had hatched
into little chickens and if those chickens
had grown up and hatched for more
chickens, and so on. Finally, he greedily
concluded that Janos must give him
everything he had, including his savings.
Janos almost fell dead in surprise
with how his kind gesture was met with
by such unimaginable greedy demands.
The story of his predicament spread like
fire throughout the land. The King of
Hungary heard the story and
volunteered to sit in the jury.
Janos became more and more upset
as the time drew near for him and the
innkeeper to face the king in court. Soon
his hard-earned savings would
disappear like a bubble for he presumed
that the king would decide in favor of
the crafty innkeeper.
A week before the final day, while he
was thinking about his misfortune, a
gypsy came by. Why are you wearing a
long face, goodman? he asked
cheerfully. Janos told him everything.
Dont you worry. Ill present the case
to the king and youll surely win. You
should know how clever gypsies are.
Janos accepted the offer even if he had
little hope that anyone could really him.
On the day of the trial, Janos was
looking for the gypsy in the chamber. He
was nowhere to be found. After sitting
and waiting for a long time, the King
grew impatient. Janos Kadar, he said.
Prepare to give all that which the
244
innkeeper is asking for you if your
representative doesnt appear in thirty
seconds.
Just in time, the gypsy came
bursting through the door. Your
majesty, I apologize for being late. You
see, I was boiling corn at home, trying
to turn it into more corns!
Everyone in the chamber roared in
laughter.
How silly you are! How can you
make more from boiled corn? asked
the King.
The gypsy grinned and said, Well,
Your Majesty, how can you hatch
chicks from boiled eggs?
The King stared at the gypsy
thoughtfully. I think youre right. The
boiled eggs could not hatch into chicks
anymore. Finally, he said, Janos,
you have to pay only for the eggs you
ate.
How thankful Janos was to the
King and most especially to the gypsy
traveler. As for the innkeeper, there
was no more reward just a few cents
for his boiled eggs.
Adapted
C. Post Reading Activities:
1. Answering the motive
questions.
2. Comprehension Check:
Have the pupils answer the
following questions:
f. What did the poor Hungarian owe the
innkeeper?
g. How much did the innkeeper want the
poor man to pay?
h. Who depended the poor man? How?
i. If you were the gypsy, how would you
depend the poor man?
j. If you were the King, would ypu do
the same?
3. Engagement Activities:
Have the pupils perform the
following activities under time
limit.

GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: Thank you, God!
Being clever is Gods gift to us. What
we do is our gift to Him. Have you done
something which you think is your gift to God?
If you have, recall and write them here.
_______________________________________
_______________________________________
_______________________________________
_______________________________
Group 3
Fill in the values web.
WHAT I LEARNED FROM
THE STORY
GROUP 4: DRAW ME!
Draw the elephant and the kangaroo in
the story. Make a dialogue between the two
using the bubble.
King Janos
Allow the pupils to perform the
activities under limited time.
GOLD (Grammar, Oral, Language
Development)
7. Drill: Pronunciation drill:
Have the pupils recite the following:
Lily Lee listens to lessons,
As Lily Lee listens to lessons,
She listed eleven lessons
on how to listen to lesson.
. Review: Checking of assignment:
Direction: Complete each sentence
with intensive pronouns. Underline
the noun or pronoun which the
intensive pronoun refers to.
245
1. Neil Armstrong, _______, prepared
well fro the flight to space.
2. His teachers, _______. Told about
Neils excellence in Science and
Math.
3. The lesson for learning to fly a plane
was expensive, but Neil, _______,
earned the money for it.
4. The training program, ________, was
difficult.
5. The U.S. President, ________,
congratulated the three astronauts.
9. Motivation:
Which of the stories written by
Hans Christian Andersen have you
read already?
10. Presentation:
Have the pupils read the following
sentences:
I find myself enjoying the
stories.
The swan saved itself in the
water.
My parents gave themselves
time to watch a movie.
11. Discussion:
What are the underlined words in
each sentence?
What are these words? (reflexive
pronoun)
Can you read each sentence
without the reflexive pronoun?
Does it make sense?
In what way is the reflexive
pronoun similar to intensive pronoun?
How does it differ?
Discuss further.
12. Fixing Skills:
A. Underline the pronoun and circle
its antecedent. Then put a check
(/) before each number if the
pronoun is a reflexive pronoun
and (x) if it is intensive pronoun.
_____1. Annie reads to herself a nice
poem.
_____2. She, herself, wrote it.
_____3. Her classmates, themselves, read
the poem, and liked it.
_____4. Sherwin offers himself for the
illustrations.
_____5. Jahzeel, himself compiles his
poem and stories.

B. Complete the following sentence
with reflexive pronoun.
1. Neil Armstrong prepared _____
well for the flight to space.
2. The lessons for learning to fly a
plane were expensive but Neil
earned the money for it _____.
3. Neil applied _____ for the
astronaut program but was not
optimistic about his chance
because there were many
applicants.
4. Nobody else but Neil _____ was
surprised when he was accepted.
5. It was Neil ______ who became
the first human being to step on
the moon.
7. GENERALIZATION:
What is a reflexive pronoun?
REMEMBER:
The reflexive pronoun is used as
an object that refers to the subject.
It is necessary to the sentence,
and, therefore, cannot be left out.
8. Application:
A. Complete the following sentence with a
reflexive pronoun:
6. The President of the Filipino
Inventors Society said that the
transporters and dealers should stop
______ from selling used oil.
7. Instead of burning, the FIS members
said that they will collect the used oil
for ____ to refine and recycle it and
save thousands of lives of people.
8. The refining process won for _____
the Best Invention Awards in 1994
during the National Inventors Week.
9. You make an experiment about
chemical change for ______.
10. Olivia Salamanca was a brilliant
student ______.
C. Write R if the italicized pronoun is
reflexive and N if not.
_____1. Olivia Salamanca was a bright
student herself during her
college years.
_____2. As a student, she, herself, did
research on a cure for
tuberculosis.
_____3. At first, Mr. and Mrs.
Salamanca, themselves,
encouraged her in her work.
_____4. As a doctor, Olivia cared more
for her patient than for
herself.
_____5. Today, tuberculosis, itself, is a
curable disease.
IV. EVALUATION:
GOLD: Direction: Complete the
following sentence with the correct
reflexive pronoun.
6. I find ____ enjoying biking around
the neighborhood.
7. Jazzer learned ____ playing the
guitar.
8. The teachers gave _____ time to
relax during Teachers Da.
9. The girls collect shells and stamps
for _____.
10. Allyson make an album of
butterflies for _____.
TS. Transfer Stage
3. Drill: Pronunciation Drill:
Have the pupils recite the following:
Should she sell sheers sheets or
should she sell shaggy shawls?
4. Motivation
Have you read a poem? Did you
understand the meaning of the poem or
what the author wants to convey? Why?
Why not?
5. Unlocking of difficulties
e. delight - satisfaction
f. bower - one who bends his
head or body to show respect
g. fold - to lay one part
over another part
h. duster- one used to remove
dust
D. Development of Lesson
5. Presentation
a) The teacher sets standards
in reading a poem and hints
for pupils to learn
appreciation of poems.
b) The teacher will present
poems written on a manila
246
 paper. She will post it on at a
time for discussion. Metaphor is a figurative
c) Teacher reads a poem twice. language that makes direct
comparison of two unlike
NIGHT things that make something
By William Blake in common.

The moon like a flower i. Present this poem on the

In heavens high bower board.
With silent delight
Sits and smiles in the night A spider walked a tightrope
there
6. Analysis and Discussion And did not trip or fall
She even kept her balance
4. Teacher asks a pupil to read well
the underlined words in the Without a parasol
poem.
5. The teacher reads the The underlined group of
underlined words again and words shows personification.
says that the underlined sets Personification is the giving
of words are examples of of human qualities to
figures of speech. animals, objects and idea.
6. Study the lines from the first
poem. What human qualities are
given to the spider?
a. How did the poem describe walked a tightrope
the moon? kept her balance well without
Like a flower in heavens high a parasol
bower.
j. Pupils read the poem in
b. Can the moon really do what unison.
the poet wrote?
Sits and smiles on the night 7. Generalization
With silent delight
Figurative langauge describes
c. Explain that poets use ways and it goes beyond what
figurative language to create words actually mean. These
sensory images. are oftentimes used by poets
to suggest meanings.
d. Tell the class that the first
underlined set of words in the The three types of figurative
poem is called simile. It language learned are:
compares two unlike objects
with the use of like or as. d. Simile is stated
comparisons of two unlike objects
e. In the second and third have something in common. It uses
underlined group of words, the words like and as in comparing.
figurative language used is
personification. It gives e. Personification is the
human characteristics to non- giving of human qualities to animal,
human things. objects and ideas.

f. Present the second poem. f. Metaphor makes a direct

g. Study how the author comparison of two unlike things that
describes a turtle. have something in common. It does
A tidy turtle folds himself up not use the word like/as.
carefully and puts himself
away 8. Application:
C. Direction: Tell whether the
h. Tell the pupils that these given sentence below is a Simile, a
groups of words are called Metaphor or a Personification. Write
metaphor. your answer on a piece of paper.

247
_____ 1. The flower swayed happily the
wind.
_____ 2. The dictionary is the
bankbook that guides us in
use of the words and their
meanings.
_____ 3. The airplane was swallowed
by the thick clouds.
_____ 4. The leaves whisper their
words to each other as the
wind passes by.
_____ 5. To be in the museum is to be
at a time machine set back
long time again.
Possible Answers:
1. Personification 2. Simile
3. Metaphor 4.Personification
5. Metaphor
D. Enrichment Activities
Direction: Study the following
lines from the poems given to
your group. Underline and identify
the figurative words used. (Simile,
Metaphor, Personification)
Here are the poems.
The moon like a flower
In heavens high bower
With silent delight
Sits and smiles in the night
From: NIGHT by William
Blake
My turtle is a tidy boy!
When he is tired of play,
He folds himself up
carefully
And puts himself away.
From: TIDY TURTLE by Polly Chase
IV. Evaluation
Direction: Identify the
figurative words used in
each sentence. Write S for
simile, M for metaphor, P for
personification.
______1. The kettle sings as it sits on
the stove.
2. The grass dances with the
wind.
3. The sun is a ball of fire.
4. The clouds are as white as
cotton.
______5. Her brother was a tower of
strength during those hard
times.
248
V. ASSIGNMENT:
GOLD: Make/Write 5 sentences
using Reflexive Pronoun.
TS. Direction: Identify the figurative
words used in each sentence.
Write S for simile, M for
metaphor, P for
personification.
______1. An army of fleas attacked
the dogs.
______2. The wrinkled sea beneath
him crawls.
______3. The taxis roll along the
avenue like spools of
colored threads.
______4. The wind slapped my face
like an old man.
5. The car eats lot of gas.
LESSON # 15
OBJECTIVES:
GLR: 1. Enjoy listening to a story
CT: 2. Answer questions from the
story listened to.
GOLD: 3. Use relative pronouns.
TS: 4. Sequence the key concepts
or big ideas to show
wholeness of the story/
selection
II. Subject Matter:
GLR: The EDSA Revolution
GOLD: Using Relative Pronouns
TS: Sequencing the Key
Concepts or Big Ideas To Show
Wholeness of the Selection
Reference:
2002 Basic Education Curriculum
PELC Speaking 7.4
PELC Reading 7.1
Growing in English p. 204
Milestone in Reading 6 p. 205
Grammar in Focus p.
Across the Border Through Language p.
80
Linking the World through English pp.
156
Materials: strips of cartolina. Index cards,
 III. Procedure: Have the pupils formulate
GLR: Genuine Love for Reading their own questions.
B. Pre-reading Activities:
1. Drill: Pronunciation drill: B. During Reading
Activities:
Betty bought a bit of butter but she Have the pupils listen as the
found the butter bitter/ teacher reads the story.
So she bought a bit of butter to
make the bitter butter better. The EDSA Revolution

2. Motivation The four days of February 22

to 25, 1986, known in the Philippines
Who is the 10th President of as the EDSA Revolution, is a Filipino
the Republic of the version of a peaceful and non-violent
Philippines? popular uprising. It was the victory
Who is the President next of the national purpose and
to President Ferdinand E. conservative values of the nation. It
Marcos? was the outpouring of love, anger
How did these two and courage which brought the
presidents become popular in people into streets against the
the history of the country? power of a dictator and the fear of a
Are you familiar with the communist takeover.
events that brought about the
fall of Marcos and the rise of While the world watched,
Cory Aquino? their eyes glued to their television
Today, we will read one of sets, the Epifanio de los Santos
the momentous events in the Avenue or EDSA for short, became
history of the country, the one stage for a drama: Cory Aquino
EDSA Revolution. (Show as the heroine, Ferdinand Marcos as
pictures of the EDSA the villain and the rebel military
Revolution) leaders in the persons of Fidel
Ramos, Juan Ponce Enrile and
3. Unlocking of Difficulties Gregorio Honasan as sudden heroes.
Substitute another word Within hours of the announcement of
for the underlined word in Enrile and Ramos break up with
each sentence. Choose the Marcos in a press conference, the
word from the list given below. streets outside of the rebel
headquarters became filled with
descended surged emboldened people.
rolling non-violent glued
stormed manned Men, women and children
descended into EDSA from all
directions bringing with them
i. The tanks were moving provisions such as fried chicken,
towards them. spaghetti, sandwiches and soft
j. The armored tanks were drinks, not to take part in a
driven by armed soldiers. revolution, but in a family picnic.
k. The people moved forward. They came with their radios and
l. The crowd came to EDSA cassettes while the women brought
from all directions. their umbrellas and camped on the
m. The revolution was a no- concrete highway with their families
shooting struggle. and friends. Cars and vehicles were
n. The eyes of the whole world parked in the middle of the streets.
were stuck to their TV sets. Soon the people saw military
o. No longer afraid, the lady tanks manned by heavily armed
offered him some food. soldiers rolling towards them.
p. The people broke through the Suddenly everyone ran in the
gates of the palace. direction of the advancing tanks.
Instinctively, they held on to each
4. Motive Question: other. Locked in each others arms
the praying nuns and priests, the
businessmen, students, teachers,

249
laborers, housewives forming a
strong chain, they all surged forward
risking their lives as they faced the
advancing armored tanks.
Hold on! one man shouted.
Do not let go! another one
commanded, as they held on tightly
locked arm in arm.
Holding a rosary, a nun
suddenly stepped forward and
sweetly offered a sampaguita garland
to a soldier. Emboldened, a lady
offered a second soldier some
sandwiches and cigarettes. Then the
crowd offered the armed soldiers in
the tank pieces of fried chicken, soft
drinks, other food and cigarettes
which the tired and hungry soldiers
could not resist.
Join us, the people told the
soldiers, let us not kill one other. We
are all Filipinos and brothers. The
soldiers went down and abandoned
the tanks and joined the crowd to the
great joy and applause of the people.
At last, Malacaang fell. All the
people stormed its gates and rushed
through the rooms of the palace.
People Power had won over
the dictators rule. A long night had
ended. It was the break of a new
dawn. The Filipino people had shown
to the world that a non-violent
struggle for freedom can be won
through the unity and prayers of a
people determined to live the way of
peace, justice and freedom.
E. Post Reading Activities:
1. Answering the motive questions:
2. Comprehension Check:
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Have the pupils answer the
following questions:
What did the Filipino people
fight for during the four-day
EDSA Revolution?
How did EDSA become the
center of drama during the
revolution?
Who gathered at EDSA?
How did the people stop the
military tanks from dispersing
them?
How did the nuns and the
crowd soften the wooden
heart of the soldiers?
Engagement Activities:
Have the pupils perform
the following activities under time
limit.
GROUP 1: LIGHTS, CAMERA, ACION!
Choose the part that you liked best
in the story. Then make a script and
dramatize the chosen part.
GROUP 2: What I learned from the
story:
What moral values of the
Filipinos are inferred from
the following situations?
A great number of people came
to EDSA after a call for help was
aired through the TV and radio
stations.
(COOPERATION)
Let us not kill one another. We
are all Filipinos and brothers, the
people pleaded the soldiers.
(LOVE FOR FELLOWMEN)
As the crowd waited in the
concrete pavement, many of
them prayed while others sang
spiritual hymns.
(FAITH)
Locked in each others arms like a
strong chain, the people
approached the advancing tanks.
(UNITY)
The people offered food, soft
drinks and cigarettes to the tired
and hungry soldiers.
(CHARITY)
GROUP 3:
 Fill the story grammar with details Have the pupils read the following
from the selection. sentences taken from the history of the
Philippine National Anthem:
STORY GRAMMAR ORGANIZER
The Philippine National Anthem is
Have the pupils complete the story a song that expresses well the
grammar organizer: story of our struggle for
Title: _________________________ independence.
Author: _______________________ Emilio Aguinaldo who had
commissioned the song, intended
Who is the main character? it to be part of the proclamation
rites of the Philippine
Independence Day.
Where and when did the story take place? Jose Palma, who was a great poet,
wrote the lyrics of the song.
What is the problem or conflict?
4. Discussion:

What did the main character do to solve What are the italicized clauses in
the problem? each sentence?
What is the function of each
clause?
How did the story end? What word introduced each
clause?
What are these words?
What is the function of relative
GROUP 4:
pronoun?
WRITE ME A LETTER Discuss further.

Choose your most liked character 5. Fixing Skills:

or most disliked character and write a letter A. Write the correct relative
to the character expressing your feelings to
pronoun to complete each sentence.
him/her.

8. During the Spanish period, the

Barong Tagalog ______ was the
GOLD: Grammar Oral, fashionable wear at that time, was
Language Development: made from the fiber of the
pineapple plant.
1. Drill: pronunciation Drill: 9. Tinikling, ____ is a popular dance
Have the pupils read the among Filipino celebrations, uses
following verse drill: bamboo poles.
10. Many childless married women go
A fairy fell in love/ with a beautiful to Obando, Bulacan, to dance at
firefly the rites _____ has now become a
She wanted his fire/ and she wanted devotional dance to the towns
to fly.// three patron saints.
An elf said,/ The fair fairy is being 11. The enchanted forest, _____ is a
funny,// part of Baguio City, attracts both
She can make fire/ and she can fly/ the young and adults.
Even without a firefly!/ 12. The yoyo, a game ____ is now
played around the globe, was
2. Motivation: started in the Philippines by a
Can you sing the National Anthem Filipino.
from memory?
13. GENERALIZATION:

3. Presentation: What is a relative pronoun?

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REMEMBER:
A relative pronoun is a pronoun that
may introduce an adjective clause. It
joins its antecedent of which it is part.
Relative pronoun should be placed as
close as possible to their antecedents.
Note that the pronouns
who, whom, and whose are used
to refer to people;
that is used to refer to people and
things;
which is used to refer to things
and animals.
14. Application:
A. Direction: Supply the following
sentences with the correct
relative pronoun:
6. Kawit, Cavite ____ is the site of
the Declaration of the Philippine
Independence, is a place
memorable to me.
7. My mother, ____ is very dear to
us, used to narrate how we were
taken home to Kawit, Cavite.
8. A special train ____ Grandfather
had hired was waiting for us.
9. From then on, our family ____
Grandfather cared for so much,
stayed in Kawit.
10. Grandfather needed someone ___
could host his numerous visitors.
IV. EVALUATION:
GOLD: Direction: Write the
appropriate relative pronoun for the
following sentences:
6. The original flag, _____ was made
in Hong Kong by Dona Marcela
Agoncillo, is exhibited at the
Aguinaldo Museum in Baguio City.
7. Emilio Aguinaldo, _____ brought
the flag to the Philippines had it first
unfurled at Kawit, Cavite on June
12, 1898.
8. The history of the Filipinos is
recorded in the museum _____ was
inaugurated in May, 1985.
9. This flag, ____ was taken by the
Americans, was given to the
American museum.
10. Seven years later, the general ____
lay dying on his bed, kissed the
flag for the last time.
TS. TRANSFER STAGE:
8. Drill: Pronunciation Drill:
Have the pupils recite the
following tongue twister:
She sells seashells from the
seashore/
If she sells seashells from the
seashore,
Wheres the seashells she sells
from the seashore?
9. Review
Do you still remember the basic
elements of a short story?
(Title, Main Character, Setting, Plot,
Ending)
Presentation:
Ask the pupils the title of the
selection. Ask them to count the
number of paragraphs in the
selection.
11. Analysis and
Discussion
Guide pupils to identify the key
concept or big ideas involved in
each paragraph through these
comprehension questions. Use the
chain of events to sequence the key
concepts.
Paragraph 1: What did the Filipino
people fight for during the four-day
EDSA Revolution (It was the
victory of national purpose and
conservative values of the
nation.)
Paragraph 2: How did EDSA become
the center of drama during the
revolution?
(The announcement of break up of
the military leaders Enrile, Ramos
and Honasan with Marcos authority
signaled the people to pour at EDSA
thus becoming the center of drama
during the revolution.)
Paragraph 3: Who gathered at EDSA?
(Men and women from all walks of
life gathered together at EDSA.)
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Paragraph 4: How did the people stop
the military tanks from dispersing
them?
(People formed a strong chain, risked
their lives to block the advancing
tanks.)
Paragraph 5: How did the nuns and
the crowd soften the wooden heart of
the soldiers?
(The nuns and the crowd offered
flowers, food and drinks to the
hungry soldiers.)
Paragraph 6: How did the crowd
encourage the soldiers to step down
from their tanks and join them?
(The people said, Let us not kill one
another, we are brothers, join us!.)
Paragraph 7: What did people do upon
reaching Malacaang Palace?
(People stormed its gate and rushed
through its rooms.)
Paragraph 8: What did the world
witness in the event?
(The world witnessed a non-violent
struggle for freedom won through
unity and prayers.)
12. Fixing Skills:
Listen as the teacher reads each
short story then sequence the following
events in order. Use numbers 1-5.
Mother wanted to bake a cake but
she found out that there were no eggs. So
she told Maribel to run to a store to buy
some. When Maribel was about to go to
the kitchen, she tripped on Arthurs toy
trains. Crack! The eggs fell and got
broken. Mother told Maribel to buy eggs
again.
She told Maribel to buy eggs.
Mother wanted to bake a cake but
there were no eggs.
Mother told Maribel to buy eggs
again.
As Maribel was bringing the eggs to
the kitchen, she tripped on Arthurs
toy trains.
Darwin studied for his exam until late
at night. The next morning, he was
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not able to wake up even though
the clock alarmed. So father woke
him up and helped him prepare for
school. Eventually, Darwin arrived
late in school.
Father woke up Darwin and
helped the latter prepare for school.
Darwin studied for his exam until
late at night.
Darwin was not able to wake up
when the clock alarmed.
Darwin arrived late in school.
13. Generalization
How do we sequence the key
concepts to show the wholeness of
the selection?
To sequence events is to arrange the
events according to how they happened
in the story.
We identify the key concept
of a paragraph and arrange
them according to the sequence
of events in the selection.
14. Application
A. MINI THEATER RESENTATION
a. Form 4 groups of fives to
correspond to the number of
paragraphs in the selection.
b. Given the key concept for each
paragraph, have a role playing with
the episodes in each paragraph.
c. Show the correct sequence of events
during the presentation.
d. Use props and background music if
needed.
B. Story Construction Game (Group
Work, with 50 pupils)
To the teacher: Divide the class into
groups with five members and each group
is called Mother group. The leader is the
mother and the four members the
daughters.
Divide the ten groups into two A
and B respectively.
Distribute randomly each strip to each
mother of A groups.
 Pepito saw an old woman who was ____ The people rushed through
hardly crossing the street. the gates of Malacaang
and entered all the rooms.
____ The soldiers accepted the
He approached the old woman and food and cigarettes
offered help and the latter gladly accepted offered by the people.
the offer. ____ Families and organizations
prepared food such as
When the two reached the other side of the fried chicken, sandwiches,
street, the old woman rewarded Pepito a and soft drinks as if going
big seed. to picnic.
____ People power won and
democracy was restored.
When Pepito came home, he planted the ____ People came in great
big seed. The next morning he found a numbers and camped on
money tree on the place where he put the the pavement of EDSA.
seed! ____ Fidel Ramos and Jose Ponce
Enrile broke away from
Strips of events for B groups: Marcos.
____ The people locked arms
and met the advancing
One evening, Rhodora went to sleep without tanks.
fixing her schoolthings. While she was
sleeping, she was interrupted by some noise. (Key to Correction: 4, 7, 6, 3, 8,
2, 1,5)
It was her school things the bag, books,
notebooks, pens and papers that came alive! V. ASSIGNMENT:
GOLD: Write the correct relative
pronoun to complete the
Her school things were mad at her for not sentence:
fixing them.
6. The colors ____ we see around
Rhodora asked forgiveness from her school us can influence our moods.
things and promised to take care of them. 7. Scientists ____ measured the
Suddenly, she opened her eyes realizing temperatures of colors have
everything was just a dream. found out that reds and
oranges are actually warmer
than blues and greens.
Say: Mothers, stay in your group and send 8. The instrument ____ the
each of your daughter to other group. scientists used to measure the
You read to the daughters the event temperature of color is called
written in the strip. Daughters, listen thermopile.
very carefully to the event. After that 9. Color coding ____ people use
go back to your mother group and in their business files, help
share what you have listened to. The them speed up their work.
group then arranges the events in 10.Map makers ____ use color
order forming a story. Finally, retell codes make it easier for us to
the story to the class. identify the different features
of the maps.

IV. EVALUATION: TS. Sequence the events of the given

Number the story: For the teacher to read to the
concepts/ideas given below in the class:
order in which they occurred in
the EDSA Revolution. Each weekday is a busy one for
Mr. Rodriguez, a family man and a
____ Armored tanks with heavily watchman in a sports center.
armed soldiers moved Before he goes to his work, he
towards the people. drives his two children to school.
In the afternoon, he gets his
children back from school. At

254
 home he feeds the pigs and chicken.
Lastly, Mr. Rodriguez fetches water
for his family.

Pupils copy:

_____ He feeds the pigs and the

chicken.
_____ He gets his children back
from the school.
_____ He goes to the sports center.
_____ He fetches water.
_____ Mr. Rodriguez drives his
children to school.

(End of Second Grading Period)

255
 14. Fixing Skills:
Read the passages below and
underline the word that best describes
the character in each.

6. Ivy pushed her long hair away

from her face and walked to the
window and back. Ivy was ______

nervous tired
peaceful
15. Motivation:
How will you describe your mother? 7. There is nothing you can do,
Your father? Your friends? Etc.. child, pleaded her mother. She
realized that Ivy wanted to go out
16. Presentation: in the storm alone. Ivys mother
Have the pupils rearrange the was ______.
jumbled letters to identify character traits.
glad worried
a. tientap (patient) proud
b. cuarogesou (courageous)
c. azly (lazy) 8. An enormous tree was rushing
d. sseiuor (serious) along in the water like a battering
e. belumh ram. It was headed toward the
(humble) bridge support below the spot Ivy
was clinging. She held her breath
What are the words formed? as she watched the thing move
What are these words? upward and down in the river. Ivy
was _____.
Have the pupils read the following
story: excited frightened
foolish
Several days after he arrived at their
house, Eddie sat for some five-year old 9. Balikbayan Bridge is out! Ivy
twins, Michael and Michelle. Soon after he said and she collapsed on the floor.
arrived at their house, the twins began Ivy was _____.
arguing about a tricycle. Michael insisted
the tricycle was his. Even though he was exhausted sick
playing in the sandbox, he did not want cowardly
Michelle to use it.
All right, said Michelle, I wont 10. The passengers on the bus that Ivy
use your tricycle. Ill play in the sandbox and saved collected money to help her
make a sand castle. continue her schooling. The
No, said Michael, This is my passengers were _______.
sandbox because I was first to be here. You
cant play here until I finish building my grateful sorry
fort. angry
(Reading for Meaning 5)
15. Generalization:
What are the different traits that we
5. Discussion: can infer from a character?
What can you say about Michael?
(selfish) Remember:
Why?
What character traits could you infer When you read, you can use
that Michael has? information from a story to help you learn
Discuss further more about a character that the story tells

256
you directly. The clues you may use include
what a character says or does and what other
characters say about that person. When you Evidence:
do this, you are inferring character traits
the qualities that a character has. What a
character says, does, thinks and feels tells
you a lot about him or her. What other 3. Gale cleaned the tables and put away
characters say can also give you clues. the dishes fro her mother. She made
tea for her father when he was sick.
16. Application: Delia is _______.
A. Form small groups. Talk about the
character traits of each member of the messy neat
group. Use the Venn Diagram. helpful

Main Character Character Trait

Evidence:

D. Fill in the web with the characters

name, one character trait and the
evidence to prove your answer.
Number 1 is done for you.
IV. Evaluation:
1. Johnny often told everyone what to do. TS. Direction: What trait of the character
When the boys played games, Johnny or characters is shown in each of
would say, We are all going to do the following situations?
things my way. From this action, we
can tell that Johnny is _____. 7. Eva and her mother walk on the
snow to gather food.
bossy neat considerate (persevering, patient, daring)
Main Character Character Trait
8. For the first time, Eva will walk
Johnny bossy alone under the sea.
(coward, courageous, shy)

9. Her mother told Eva to take care of

Evidence: herself.
Johnny would say, We (loving, cruel, funny)
are all going to do things
my way.
10. I should start working now, Eva
said.
2. Hi! Youre new here, arent you? (lazy, brave, determined)
asked Jennifer. Would you like to play
with me? We could play patintero or 11. She starts singing a tune and
tumbang preso, if you like. dancing.
(crazy, thankful, fun-loving)
Gwynn said, Id love to. I just moved
here and I dont know anyone. V. Assignment:
Jennifer is __________. A. GOLD: Direction: Put a check
mark (/) on the blank if the
shy friendly quiet sentence is written correctly. If it is
not, underline the incorrect part
Main Character Character Trait and write the proper structure
above it.

257
______1. Everyone is waiting inside the
room.
______2. Several of the audience is
from my hometown.
______3. No one have been calling
Dana ever since she arrived.
______4. Many are in the small plastic
bag.
______5. Neither of the boys are
walking alone in the forest.
7. Dont touch my doll! It is mine!
Mara said.
8. Faye obeys her teacher and older
classmates.
9. Laurence has saved his money
since he was in Grade 3.
10. I love to sing and dance. I enjoy
my studies, Mae said.

B. TS. Direction: Identify the character

trait being shown by the
following situation:

6. Sir, this is your wallet. You dropped

it, the boy said to the old man.

258